Days 11 – 19 of Learning About Dyslexia

By Heather Down, 20 October 2025

October is Dyslexia Awareness Month, and we’re now past the halfway point in my 31 Days of Learning About Dyslexia series. Over the past week and a bit, I’ve kept unpacking common myths, everyday classroom signs, and practical insights that help us understand dyslexia more deeply. These have all been videos, and here I’ve uploaded the transcript and asked Assistive AI to break it down for you into easy to read chunks. Here’s what we’ve learned from Days 11 to 20.

Day 11 – Dyslexia Is Not a Vision Problem

It’s easy to think that dyslexia is caused by eye or vision issues, but it’s not. Dyslexia happens when the brain has difficulty connecting sounds and symbols, not because of poor eyesight. Of course, it’s always a good idea to rule out eyesight problems with an optometrist, but glasses or vision therapy will not “fix” dyslexia. Major medical and education groups agree that dyslexia is a language-based difference, not a visual one.

Read more here: https://www.aao.org/education/clinical-statement/learning-disabilities-dyslexia-vision

Day 12 – Coloured Overlays and Reading

You might have heard that coloured lenses or overlays can help dyslexic readers. The truth? The research doesn’t support them as a treatment for dyslexia. Coloured backgrounds or filters might make reading feel easier for some people (for example, reducing glare), but they don’t teach the sound–letter patterns that dyslexic learners need.
Always check that anything you invest in is evidence-based, not just popular online.

Day 13 – Letter Reversals and the Brain

Reversing letters like b / d / p / q is common in young writers and is linked to a brain process called mirror generalisation. Our brains are wired to recognise objects as the same, no matter which way they face, a great survival skill, but tricky when we’re learning letters! Most children “unlearn” this by about age 7 or 8. If reversals persist beyond that and are paired with language difficulties, it’s time to investigate dyslexia. The key message: occasional reversals are normal; ongoing ones plus language struggles are a red flag.

Read more here: https://www.understood.org/en/articles/why-kids-reverse-letters-when-they-write

Day 14 – The Matthew Effect

“The rich get richer, and the poor get poorer.”

This phrase, known as the Matthew Effect, applies strongly to reading. Good readers read more, gain vocabulary, and expand their knowledge, so they improve even faster. Struggling readers (including those with dyslexia) often avoid reading, miss new words, and fall further behind. This gap widens over time across every subject.
Early, structured intervention can break that cycle and help every child “get richer” in knowledge and confidence.

Read more here: https://www.readingrockets.org/article/matthew-effect-reading

Day 15 – Boys vs Girls and Diagnosis

It’s a common belief that more boys are dyslexic than girls, but large-scale research shows dyslexia affects both genders equally. So why the myth? Because boys are more likely to externalise frustration, for example, acting out, refusing work, or clowning around, so they’re noticed sooner. Girls often mask their struggles. They work extra hard, stay quiet, keep tidy books, and hide anxiety, so they fly under the radar. Teachers and parents must look beyond behaviour and notice those quiet strugglers too. Dyslexia isn’t gendered—it just looks different.

Read more here: https://dyslexia.yale.edu/resources/dyslexia/why-so-many-girls-with-dyslexia-go-undiagnosed/

Day 16 – Invented Spelling

Invented spelling, which is writing words the way they sound, is a normal and healthy part of learning to spell.
When children write “kat” for cat or “luv” for love, they’re experimenting with sound-to-letter links. For dyslexic learners, this phase can last longer because making those links is harder. Watch for warning signs such as:

- Random, illogical spelling rather than phonetically close attempts

- Persistent missing vowels (e.g., “trn” for train)

- Very slow progress despite quality instruction

If these persist, it’s time to look deeper for phonological difficulties.

Read more here: https://www.readingrockets.org/article/invented-spelling-and-its-role-learning-read-and-write

Day 17 – Getting a Diagnosis in New Zealand

A formal dyslexia diagnosis in NZ should come from a qualified professional—an educational psychologist or clinical psychologist trained to use recognised assessment tools such as the Woodcock–Johnson Tests.
Other key specialists:

- SPELD NZ or Learning Disabilities Association of NZ (LDANZ) assessors

- Psychiatrists or paediatricians for ADHD diagnosis

- Speech-language therapists for Developmental Language Disorder (DLD)
  Because co-occurring conditions are common, it’s worth building a full picture across these areas.

Day 18 – Trusted Websites for Families and Teachers

If you’d like to learn more, these are my top evidence-based websites:

- SPELD NZ – speld.org.nz

- The DEB (Dyslexia Evidence Base) – deb.co.nz

- Australian Dyslexia Association – dyslexiaassociation.org.au

- SPELD SA (Australia) – speldsa.org.au (lots of free resources)

- International Dyslexia Association – dyslexiaida.org

- Understood.org – understood.org
  These sites share current, science-based guidance and practical support for educators, parents, and learners.

Day 19 – Myth Busting: Dyslexia Is Not Laziness or Low IQ

Let’s end this week with one of the most damaging myths, that dyslexic learners are lazy or not trying hard enough.
Nothing could be further from the truth. Dyslexia has nothing to do with intelligence. It’s about how the brain processes language. In fact, dyslexic students often work harder than others, using far more mental energy to read and spell. What looks like a lack of effort is usually mental exhaustion from sustained cognitive load.
Encouragement, rest breaks, and structured, explicit teaching make all the difference.

Read more here: https://www.bdadyslexia.org.uk/dyslexia/myths

The Takeaway

Dyslexia isn’t about eyesight, laziness, or ability, it’s about how the brain connects sounds and symbols.
Understanding these myths helps us move from blame to support. Early identification, structured literacy teaching, and genuine empathy are the tools that change lives.

Stay tuned as we continue through the final days of 31 Days of Learning About Dyslexia, coming next: topics like working memory, resilience, and practical classroom strategies.