7 Not-So-Well-Known Myths About Dyslexia

You’ve seen the common myths about dyslexia plastered across social media and explored in blog posts. But what about the lesser-known misconceptions that still cause confusion and deserve more attention? That’s what we’re looking at in this post!

These seven myths might surprise you and, each myth opens a door to deeper conversations. So let’s jump in and shine a light on these overlooked misconceptions.

Here are 7 Lesser Known Myths About Dyslexia:

Myth #1: Neurobiological and Neurological Are the Same Thing

They may sound similar, but these terms are distinct and crucial in understanding dyslexia. Neurobiological research focuses on how the nervous system encodes and processes information, helping us identify brain regions involved in reading. 

Neurological, on the other hand, blends neuroscience and education to inform teaching methods. Advances in these areas emphasize the importance of systematic phonics instruction and show how neuroimaging can inspire better interventions. By understanding these differences, educators can tailor classroom strategies to support students more effectively.

Myth #2: Dyslexia Is Just Another SLD

Dyslexia falls under the umbrella of Specific Learning Disorders (SLD), but it’s a unique category with specific challenges related to reading and phonological processing. This distinction matters because interventions for dyslexia are different from those for other SLDs, such as dysgraphia or dyscalculia. Knowing these nuances helps ensure that students receive targeted support.

Myth #3: Cognitive Testing is Not Important for Informing Instruction

Some argue that cognitive testing offers little value for designing lessons, but that couldn’t be further from the truth. Testing provides insights into a student's strengths and weaknesses, offering a roadmap for personalized instruction. For example, understanding a child's processing speed or working memory can guide the selection of tools and teaching techniques that will work best for them.

Myth #4: Accommodations Make Students Weak

This myth perpetuates the harmful idea that accommodations are shortcuts or “easy ways out.” In reality, accommodations like audiobooks or extra time simply level the playing field. They’re not about making tasks easier but about giving students access to learning in a way that suits their needs. Listening to an audiobook isn’t “cheating”; it’s a valid method for accessing information when decoding text is a challenge.

Myth #5: Accommodations Should Replace Interventions

Accommodations and interventions serve different purposes and should go hand in hand. While accommodations support students in the present moment, interventions address underlying skill gaps and aim to improve long-term outcomes. For example, providing text-to-speech tools doesn’t replace the need for structured literacy instruction to strengthen reading skills.

Myth #6: All Students with Dyslexia Progress at the Same Pace

It’s unrealistic to expect every student with dyslexia to progress on the same timeline. Learning is a highly individual process, and factors like the severity of dyslexia, previous interventions, and co-existing challenges affect the time needed for growth. Promising a “quick fix” can create false expectations—both students and teachers benefit from a patient, individualized approach.

Myth #7: Dyslexia Looks the Same for Everyone

Dyslexia exists on a continuum, meaning no two students experience it exactly the same way. Some may struggle with decoding, while others face challenges in fluency or comprehension. This variability highlights the need for personalized instruction. By understanding each student's unique profile, educators can craft interventions that address their specific needs.

Wrapping Up: Let’s Keep the Conversation Going

And there you have it—seven myths about dyslexia that deserve more attention and thoughtful discussion. So, what resonated with you the most? Is there a myth here that you’ve heard often or one that made you pause and reflect?

We’ve shared these because we love what we do—helping learners, families, and educators navigate dyslexia with clarity and confidence. Our hope is that this inspires you to think critically about the research, challenge misconceptions, and join the conversation. Let’s keep learning together!

For the full discussion, check out our latest episode of the Together in Literacy podcast. If you like what you hear, don’t forget to rate, leave a positive review, and subscribe!

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