What is Dyslexia and How Does It Affect the Reading Process

Dyslexia is one of the most common learning disabilities, yet it often goes unrecognized in the classroom. Characterized by unexpected difficulty with reading, spelling, and decoding, dyslexia is not a reflection of intelligence or effort, but rather a difference in how the brain processes written language.

Understanding what dyslexia is and how it disrupts the reading process is essential for identifying students who need support. By examining the connection between dyslexia and reading development, educators can better recognize early signs and implement interventions that help students become confident, capable readers.

What Is Dyslexia?  

Dyslexia is generally defined as a disorder that involves difficulty learning to read associated with specific problems in word identification. It often runs in families and does not affect general intelligence. 

Although estimates vary, approximately 15% to 20% of the population will experience difficulties related to dyslexia. 

Defining Dyslexia

This definition (in italics and bolded) was adopted by the International Dyslexia Association® in 2002 and is used by the National Institute of Child Health and Human Development:

“Dyslexia is a specific learning disability that is neurobiological in origin.”

In other words, students are born with dyslexia, often with a genetic basis. Dyslexia is caused by differences in brain structure or brain functioning that are present at birth but become evident only as students are learning to read. These differences lead to problems in processing, storing, or producing information and should not be confused with intellectual disability, autism, deafness, blindness, or behavioral disorders.

How Dyslexia Affects Word Recognition and Fluency

The definition continues: 

“It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.”

This section of the definition highlights the importance of primary difficulties in automatic word recognition due to weaknesses in underlying phonological processing abilities, such as phonemic awareness. Phonemic awareness is directly linked to a student’s ability to learn phonics, or the associations of letters and sounds, which is necessary to decode unfamiliar words.

Dyslexia Can Offer Strengths, Too

It is important to note that many students with dyslexia show unexpected strengths or talents, such as strong underlying oral language abilities (other than phonological awareness), unusual visual-spatial abilities (e.g., talents in landscape architecture), and notable entrepreneurial or mechanical abilities. They may excel in areas such as music, art, drama, sports, creative writing, math, and social skills (e.g., sales).

Does Dyslexia Affect Reading Comprehension?

“Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

The definition also stresses that, although students with dyslexia often have reading comprehension problems, these are due to problems in “cracking the code” and reduced fluency rather than language comprehension issues. 

However, reduced reading efficiency can interfere with the acquisition of information typically learned through reading. It can also impact the comprehension of complex syntactic structures and the acquisition of academic vocabulary found primarily in written text. Students with dyslexia may also have difficulties with listening and speaking that affect reading comprehension, but these language comprehension issues are not directly related to their dyslexia.

Common Reading Challenges Associated With Dyslexia

In addition to reading challenges, students with dyslexia may experience difficulties in several other areas that impact learning and day-to-day functioning. These challenges can make academic progress even more difficult when left unaddressed. While dyslexia primarily affects reading and decoding, its influence often extends beyond the act of reading itself.

Common difficulties associated with dyslexia and reading include:

• Attention, organization, and executive function, such as:

  • Beginning and completing homework assignments

  • Maintaining focus on tasks

  • Keeping track of materials and supplies
    
    

• Left/right confusion and challenges with time and spatial concepts

• Math difficulties, especially with:

  • Memorizing math facts

  • Reading and understanding word problems

• Handwriting issues, which can interfere with written expression

• Language learning struggles, particularly:

  • Learning foreign languages

  • Learning English as a second language

• Social skills challenges, such as:

  • Making or keeping friends

  • Interpreting social cues

Individuals with dyslexia almost always struggle with spelling and writing, which are often symptoms of an overlapping condition known as dysgraphia. Although dyslexia and dysgraphia frequently occur together, problems with spelling and writing can occur when reading skills are intact. Support strategies often include Structured Literacy instruction and the use of assistive technologies that help students access and process written information more effectively.

How Dyslexia Impacts the Reading Process

According to the Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990), reading comprehension is the product of decoding and language comprehension. 

Decoding is the ability to recognize the words on a printed page. Language comprehension involves the skills and processes needed to understand language, such as vocabulary, background knowledge, attention, and memory. 

The two components of reading comprehension work together in an interdependent balance; both are necessary, and inefficiency in one of the components can lead to overall reading failure. The reader who has difficulty decoding will not be able to derive meaning from a text, while the reader who has difficulty comprehending spoken language will receive little reward for their effortless decoding. 

A student with adequate language comprehension but inadequate decoding may be diagnosed with dyslexia. This student’s inadequate reading comprehension is unexpected in relation to their adequate oral language comprehension, which may be at or even well above grade level. 

The cause of poor reading comprehension is most likely the student’s slow and often inaccurate recognition of words, which makes it difficult to pay attention to meaning. 

Explicit and systematic instruction in the reliable reading and spelling patterns of written language should improve reading comprehension to at least the level of listening comprehension.

Supporting Lifelong Reading Success With the Right Intervention

Another important issue in reading instruction for students with dyslexia involves the intensity of intervention. Because of the need for more explicit and direct guidance, students with dyslexia often need more time-intensive instruction (Torgesen et al., 2001). 

The intensity of instruction should differ depending on the student’s skill level and rate of progress; teaching for the student with dyslexia needs to be strategic with systematic progress monitoring to determine whether a student should remain at their current intensity level or move to a more or less intensive level.

How Educators Can Support Students With Dyslexia

Dyslexia is a lifelong disorder that often occurs in families and affects an individual’s ability to acquire skills related to reading, specifically automatic word identification. If not addressed, it can significantly affect self-esteem, achievement, and confidence. The good news is that with appropriate intervention, students with dyslexia can often compensate well and become effective readers, although perhaps somewhat slower than average.

For educators looking to improve outcomes in dyslexia and reading, Lexia’s Dyslexia Solutions offer targeted resources grounded in the science of reading. These solutions are designed to help educators deliver Structured Literacy instruction, monitor student progress, and intervene effectively using data-informed strategies. By equipping teachers with the right tools and training, programs like Lexia® empower students with dyslexia to develop decoding skills, improve reading fluency, and build lasting confidence in their reading abilities.