Understanding Dyslexia: Difference, Not Deficit
- Dr Suzanne Stewart
- Oct 6
- 2 min read
Dyslexia affects around one in ten people — yet it’s often misunderstood, misdiagnosed, or missed entirely. Too often, students with dyslexia are seen through a lens of struggle rather than potential. But when we shift our mindset from deficit to difference, we open up space for every learner to thrive.
What Dyslexia Is (and Isn’t)
Dyslexia isn’t about intelligence or effort. It’s a neurodevelopmental difference that primarily affects how the brain processes written language. Students with dyslexia may find reading, spelling, and writing more challenging, even when they are bright, articulate, and curious learners.
In simple terms:
Dyslexia is not a sign of low ability.
It’s not caused by poor teaching or lack of motivation.
It’s a lifelong difference in how the brain interprets written symbols.
What Dyslexia Can Look Like in the Classroom
No two students with dyslexia are exactly the same, but you might notice:
Difficulty sounding out unfamiliar words
Slow, effortful reading
Trouble remembering spelling patterns
Avoidance of reading or writing tasks
Strong verbal skills and creativity
Excellent problem solving or visual-spatial reasoning
Many dyslexic students develop clever coping strategies such as memorising words, relying on context clues, or masking their challenges with humour. This means dyslexia can go unnoticed, especially in high achieving or well behaved students.
The Power of Strength-Based Support
When we focus only on what dyslexia makes difficult, we miss the gifts it brings. Many individuals with dyslexia have exceptional strengths in areas like:
✨ Creativity and innovation
✨ Big picture thinking
✨ Storytelling and empathy
✨ Visual-spatial reasoning
✨ Persistence and resilience
As educators, we can nurture these strengths while providing structured, explicit support for literacy development.
What Helps
Here are a few simple but powerful supports that make a difference:
Structured literacy approaches – systematic, explicit teaching of phonics and spelling patterns
Multi-sensory learning – linking sight, sound, movement, and touch to reinforce learning
Assistive technology – text-to-speech tools, audiobooks, and speech-to-text software
Alternative ways to show learning – oral presentations, visual projects, or recorded responses
A culture of understanding – where students know that different brains learn in different ways
Changing the Narrative
Supporting students with dyslexia isn’t just about reading intervention, it’s about belonging. When we create classrooms that value diverse ways of thinking and learning, we send a powerful message: you are capable, you are seen, and your way of learning matters.
Let’s move beyond labels and lean into understanding because dyslexia isn’t a roadblock to success, it’s a different path to it.
Reflect: What’s one small shift you could make next term to support students who learn differently?
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