10 Days of Learning About Dyslexia
By Heather Down 10 October 2025
October is Dyslexia Awareness Month, and I’ve been posting daily videos about it to raise awareness and understanding. I decided to pop these all into a short, easy-to-digest blog post. I see this as a time to build understanding, empathy, and action for those with this common learning difference. Over the past 10 days, I’ve been sharing daily video insights to help bring some clarity to dyslexia and shed light on what it really means for learners and families. Here’s a recap of what we’ve covered so far.
Day 1: What Is Dyslexia?
The word dyslexia literally means “difficulty with language.” It can affect reading, writing, and spelling because the brain finds it harder to connect the sounds of language (phonemes) to the letters that represent those sounds (graphemes). Dyslexia is, at its core, a language-based difference and not a reflection of intelligence or effort.
The full definition can be found here: Source: https://dyslexiaida.org/definition-of-dyslexia/
Day 2: Dyslexia Is Neurobiological and Genetic
Dyslexia is both genetic and neurobiological, which means it originates in the brain. Three main areas of the brain are involved in reading: speech, hearing, and visual processing. In dyslexia, areas don’t activate in the typical way, which makes it harder for the brain to link sounds with symbols. Other areas can compensate, but this can impact reading fluency and accuracy.
Find out more here: https://www.understood.org/en/articles/video-dyscalculia-dyslexia-and-genetics and here: https://www.understood.org/en/articles/dyslexia-possible-causes
Day 3: The Phonological Component
Dyslexic learners often have a phonological deficit, meaning they struggle to connect the individual sounds in words to the letters that represent them. For example, a non-dyslexic reader can easily recognise that cat has three sounds: /k/ /a/ /t/, and that these are represented by C-A-T. A dyslexic learner, however, finds it much harder to make these connections. Phonological awareness is critical in any alphabetic writing system, which is why identifying and supporting dyslexia early is so important.
Read more here: https://www.readingrockets.org/topics/early-literacy-development/articles/why-phonological-awareness-important-reading-and
Day 4: Dyslexia Is More Common Than You Think
Dyslexia affects between 5–15% of the population. The severity varies, but it affects people of all ages, backgrounds, and genders. It’s lifelong; you don’t “grow out” of dyslexia. With the right support, though, dyslexic individuals can thrive and often excel in creative, innovative, and problem-solving fields.
Read more here: https://www.apa.org/news/podcasts/speaking-of-psychology/dyslexia-myths.html
Day 5: Common Signs in Children
Some early signs may include:
- Late speech development
- Difficulty learning letters and sounds
- Trouble organising spoken or written language
- Slower, less fluent reading
- Persistent phonetic spelling (writing words how they sound)
- Strong oral language but weak reading or spelling
- A parent or grandparent may be dyslexic
Remember, dyslexia doesn’t affect intelligence; many dyslexic learners are highly articulate and creative thinkers.
Read more here: https://www.understood.org/en/articles/checklist-signs-of-dyslexia-at-different-ages
Day 6: Dyslexia and the Simple View of Reading
The Simple View of Reading tells us that skilled reading requires two key components:
- Language comprehension (understanding words and ideas)
- Decoding (reading and recognising written words)
Both need to work together as if either is weak; reading comprehension suffers. Most dyslexic learners have strong oral language and comprehension, but struggle with decoding, meaning their understanding is there, but the reading process itself is the barrier.
Learn more here: https://www.readingrockets.org/topics/about-reading/articles/simple-view-reading
The Rose Report: https://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-rose-report.1294933674.pdf
Day 7: The Simple View of Writing
The Simple View of Writing shows that skilled writing depends on:
- Transcription skills – spelling, handwriting, and keyboarding
- Text generation skills – ideas, vocabulary, grammar, and structure
Dyslexic writers usually have brilliant ideas and oral language, but their transcription skills (especially spelling) hold them back. They often simplify their writing, choosing words they can spell over words that best express their thinking. Supporting spelling and handwriting explicitly is key to unlocking their full writing potential.
Read more from Lyn Stone here: https://lifelongliteracy.com/lessons/the-simple-view-of-writing-5/
Day 8: Co-Occurring Conditions (Comorbidities)
Around 60% of people with dyslexia also have another neurodevelopmental condition. Common co-occurrences include:
- ADHD (Attention-Deficit Hyperactivity Disorder)
- Dyscalculia (difficulty with maths)
- Dysgraphia (difficulty with writing)
- Dyspraxia (motor planning challenges)
- Developmental Language Disorder (DLD)
Because of this overlap, I always recommend parents seek screening for other conditions if dyslexia is diagnosed. Understanding the full picture helps ensure learners receive the right support, both educationally and emotionally.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1515216/full
Day 9: Dyslexia and Stress
Dyslexic learners often experience chronic stress due to repeated academic challenges, social comparison, and fear of failure. When the brain is under constant pressure, it releases stress hormones like cortisol and adrenaline, triggering a “fight-flight-freeze” response.
Teachers and parents might see this as avoidance, defiance, or silliness, but it’s often a stress response.
To help:
- Create safe learning spaces without surprise tasks or public reading
- Support emotional regulation alongside literacy instruction
- Prioritise wellbeing and self-esteem as much as reading progress
Day 10: Dyslexia and Anxiety
Stress and anxiety often go hand in hand. Anxiety in dyslexic learners might look like:
- Fear of being called on to read aloud
- Rapid heart rate, sweating, or panic attacks
- Over-checking, perfectionism, or avoidance
- Headaches or stomach aches before literacy tasks
Performance anxiety is especially common when reading or writing in front of others. To support anxious learners:
- Provide predictability and structure
- Break tasks into manageable steps
- Build emotional literacy (“name it to tame it”)
- Encourage relaxation techniques and focus on strengths
- Involve a health professional if anxiety impacts daily life
The Takeaway
Dyslexia isn’t a limitation; rather, it’s a difference in how the brain processes language. When we teach in ways that make sense for the dyslexic brain, explicit, structured, and supportive, we change lives.
Over the next 21 days, I’ll continue sharing more insights, strategies, and myths about dyslexia as part of 31 Days of Learning About Dyslexia. Follow along to grow your understanding and help create more inclusive learning environments for all.