Dyslexia FAQ

  • Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder that originates from differences in brain structure and function. Dyslexia is primarily characterized by difficulty in decoding single words, often due to challenges with phonological processing—the ability to recognize and work with the sounds of language.

    These difficulties are typically unexpected, especially in children who are otherwise developing normally and have average to above-average intelligence. Dyslexia is not the result of a general developmental delay or sensory impairment, such as vision or hearing problems.

    Dyslexia can affect various areas of language, most commonly leading to problems with:

    • Reading fluency and accuracy

    • Spelling

    • Writing

    • Word recognition and comprehension

    This definition was adopted by the Research Committee of the International Dyslexia Association (IDA) and the National Institutes of Health (NIH) in 1994.

    Research shows that individuals with dyslexia process information using different areas of the brain than those without dyslexia. Despite their challenges, most people with dyslexia are highly intelligent, creative, and capable—they simply learn differently.

  • Yes. While dyslexia is one of the most common and well-known learning disabilities, there are several other types that affect different areas of learning. These include:

    • Dyscalculia
      A math-related learning disability characterized by persistent difficulty understanding numbers, solving arithmetic problems, learning math facts, and grasping basic math concepts.

    • Dysgraphia
      A neurological-based writing disability that makes it difficult to form letters, write legibly, organize thoughts on paper, and stay within a defined writing space. It may also affect spelling and fine motor skills related to handwriting.

    Each learning disability presents unique challenges and requires specialized instructional strategies. Bright Academy is specifically designed to support students with language-based learning differences, such as dyslexia, within a nurturing and individualized environment.

  • No, ADD (Attention Deficit Disorder) and ADHD (Attention Deficit Hyperactivity Disorder) are not classified as learning disabilities—they are behavioral and neurological disorders that affect attention, impulse control, and executive functioning.

    However, it is common for learning disabilities and attention disorders to co-occur. Studies have shown that up to 50% of individuals diagnosed with a learning or reading difference, such as dyslexia, also have a diagnosis of ADHD.

    While these conditions may exist together, it’s important to understand that one does not cause the other. Each requires its own targeted support and strategies to help the student succeed academically and socially.

  • Language-based learning disabilities are more common than many people realize. An estimated 15–20% of the population has some form of a language-based learning disability.

    Among students receiving special education services for specific learning disabilities, 70–80% have difficulties related to reading—most commonly caused by dyslexia. Dyslexia is the leading cause of challenges in reading, writing, and spelling.

    Importantly, dyslexia affects males and females equally, and occurs across all ethnic, cultural, and socio-economic backgrounds.

    Early identification and appropriate intervention can make a significant difference in helping these students thrive academically and socially.

  • Yes! With the right support and instruction, students with dyslexia can absolutely learn to read.

    Research shows that when children with dyslexia receive effective phonological training in Kindergarten and 1st grade, they are far more likely to learn to read at grade level than those who are not identified or supported until 3rd grade or later.

    In fact, 74% of students who are poor readers in 3rd grade remain poor readers in 9th grade, and many continue to struggle with reading well into adulthood. This highlights the critical importance of early identification and intervention.

    The good news? It’s never too late. Children and adults with dyslexia can still make significant progress. Programs that use multisensory, structured language techniques have been proven to help individuals of all ages improve their reading, processing, and communication skills.

    At Bright Academy, we use these evidence-based methods every day to empower our students to become confident, capable readers—no matter where they start.

  • Dyslexia is a neurobiological and genetic condition. Research has shown that individuals inherit genetic traits that affect how the brain processes written and spoken language.

    If a child is diagnosed with dyslexia, it is very likely that someone else in the family—such as a parent, grandparent, aunt, or uncle—also has or had similar difficulties with reading, writing, or spelling. Dyslexia often runs in families and may present in varying degrees across generations.

    Understanding the genetic and neurological roots of dyslexia helps reduce stigma and highlights the importance of early screening and appropriate intervention.

  • No, there is no cure.

    Dyslexia is a neurologically-based learning difference, not an illness. While it cannot be "cured," it can be successfully managed with the right tools and support.

    With a proper diagnosis, evidence-based instruction, and ongoing support from family, teachers, and peers, individuals with dyslexia can thrive—both in school and in life. With hard work and encouragement, many go on to achieve great success in academics, careers, and creative pursuits.

  • No. Individuals with dyslexia are capable of success in any field they choose. While they may learn differently, they often bring creativity, problem-solving skills, and perseverance that help them excel across a wide range of careers.

    Here are just a few examples of successful individuals with dyslexia who followed their passions and talents:

    • Barbara Corcoran – Businesswoman, entrepreneur, real estate mogul, and star of Shark Tank
      www.barbaracorcoran.com

    • Ann Bancroft – First woman to cross the ice to both the North and South Poles
      www.yourexpedition.com

    • David Boies – High-profile trial lawyer who represented U.S. Vice President Al Gore and the Department of Justice in its case against Microsoft

    • Erin Brockovich – Environmental activist who led a major case against a California utility company, resulting in a record-breaking settlement; her story was featured in the movie Erin Brockovich

    • Stephen J. Cannell – Author and Emmy Award-winning television producer behind shows like The Rockford Files, The A-Team, and 21 Jump Street
      www.cannell.com

    • Whoopi Goldberg – Academy Award-winning actress, comedian, and television personality

    These individuals—and many more—prove that dyslexia does not limit potential. Instead of narrowing career choices, encourage students to explore their strengths, interests, and passions. With the right support and confidence, the possibilities are endless.

  • While every child is unique, there are several common signs of dyslexia that may appear as early as preschool and become more noticeable in the early elementary years. If your child demonstrates several of the following signs, it may be helpful to seek a professional evaluation:

    Early Warning Signs (Preschool to Early Elementary)

    • Difficulty learning letter names and sounds

    • Trouble rhyming or breaking words into syllables

    • Delayed speech or trouble finding the right word

    • Difficulty learning to write their name

    • Avoidance of books or reading activities

    School-Age Indicators

    • Struggles with reading fluency or accuracy

    • Difficulty sounding out unfamiliar words

    • Poor spelling and inconsistent handwriting

    • Trouble remembering sight words or spelling patterns

    • Avoidance of reading aloud

    • Frustration, low confidence, or saying things like “I’m just not smart”

    Additional Clues

    • Strong listening and verbal reasoning skills despite reading difficulties

    • Family history of dyslexia or reading struggles

    • Better performance on oral work than written assignments

    Early identification is key. The sooner dyslexia is recognized, the sooner students can begin receiving the targeted instruction they need to thrive.

    At Bright Academy, we offer Dyslexia Screening & Testing and can help guide you through the next steps. If you suspect your child/student may be dyslexic, contact us today—we’re here to support you.

Sources

  • Basic Facts About Dyslexia: What Every Layperson Ought to Know, Copyright 1993, 2nd ed. 1998.
    The International Dyslexia Association, Baltimore, MD.

  • Learning Disabilities: Information, Strategies, Resources, Copyright 2000.
    Coordinated Campaign for Learning Disabilities, a collaboration of leading U.S. non-profit learning disabilities organizations. Used with permission.

  • Research studies sponsored by the National Institute of Child Health and Human Development,
    National Institutes of Health, Bethesda, MD.

Content adapted from the International Dyslexia Association.