You are unable to determine if a child has dyslexia just by looking at them,  Children with dyslexia might start out fine at school, but gradually, schoolwork can become a struggle for them. If left unsupported, dyslexia may lead to low self-esteem, behavioural problems, withdrawal from friends, family and school. 

Here we explore some myths and facts about dyslexia.

Myth 1: Dyslexia is a sort of mental retardation.

FACT: Dyslexia is a difficulty in learning to read, write and spell, despite traditional teaching, average intelligence, and an adequate opportunity to learn. It is an impairment in the brain's ability to translate information received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.

Myth 2: There is no 'cure' for dyslexia.

FACT: Dyslexia is not a disease. Given the appropriate specialist teaching, dyslexics can successfully learn to read (and even to spell).

Myth 3: Dyslexia is rare in Singapore.

FACT: The incidence of dyslexia in Singapore is 10%, of that 4% will have dyslexia severe enough to warrant intervention. There are about 20,000 primary and secondary school students who are dyslexic. An average of 1 to 2 students could be dyslexic in a class of 40. Dyslexia can range from mild to moderate to severe.

Myth 4: My child can’t be dyslexic. No one else in the family has it.

FACT: Beware. In some families, one, or both parents, are obviously dyslexic and all, or most, of their children, have the difficulties. In other families, dyslexia is not apparent in either parent and the other children are unaffected.

Myth 5: Dyslexics are gifted/”stupid”.

FACT: Repeated studies have shown that there is very little relationship between dyslexia and intelligence in young children. Dyslexia occurs across a whole spectrum of intelligence and is as likely to be found in the gifted and talented population as it is to be present in the low-ability, and most of them fall in the middle. However, if dyslexics don't learn to read, their IQs tend to fall behind as they get older.

Myth 6: Reversing letters is a good indication of dyslexia.

FACT: In fact, backwards writing and reversals of letters and words are common among young children learning to write whether or not they have dyslexia. Only about 10% of dyslexics reverse letters. In general, letter-reversals become an area of concern if it persists beyond Primary 2 or 8 years old.

Myth 7: Dyslexics can't read.

FACT: People with mild to moderate dyslexia have usually learnt to read well enough to 'get by' and to avoid being noticed. Despite this, their reading usually remains slower than normal and a spelling skills check will often reveal their true difficulties.

Myth 8: He can’t have dyslexia because he can read.

FACT: All children with dyslexia can read—up to a point. But the problem they have with processing speech sounds prevents them from hearing all the individual sounds in a word. So they generally don’t read by sounding out.

With poor ability to detect and manipulate speech sounds, dyslexics tend to have inadequate knowledge and application of how sounds are linked with their written form. This weak letter-sounds link affects their ability to read to some extent. Instead, they often use alternative strategies such as memorising familiar stories, recognising words by their shapes or guessing based on the first letter or two. But our memories can hold only a limited number of words. So these strategies will fail them by P3 or P4. Without the right type of help, making progress will be a struggle—no matter how smart they are and how hard they try.

Myth 9: He can read okay. He just can’t spell. That’s not dyslexia, is it?

FACT: A child with severe dyslexia will struggle with reading from the very first day. But intelligent children with mild-to-moderate dyslexia can get away during the first few years in school. They can read. You just don’t know HOW they are reading. But their unusual reading strategies will force them into a brick wall by primary three or four.

Their difficulties with spelling, however, are obvious very early. If they spend hours each night working on a spelling list, they may be able to pass the test. But they tend to have difficulties spelling the same words when they’re writing sentences or compositions. Poor spelling is highly related to poor reading, and poor spelling shows up first. But it may take until primary three or four for the reading struggles to become equally obvious. Reading and spelling are closely related skills.

Myth 10: Reading difficulties disappear with age.

FACT: Not if it's dyslexia. Dyslexia is a lifelong condition. Dyslexic children become dyslexic adults. If they are identified and given the right kind of help early, dyslexics can learn to compensate for their learning difficulty and read accurately. Even so, they may continue to read slowly and not automatically.

Myth 11: Repeating a school grade can remove dyslexia.

FACT: Dyslexics learn in a different way. Specialist teaching is necessary to learn to overcome dyslexia and cope in mainstream school.

Myth 12: The way to help a dyslexic child to read is to force him or her to read at least 20 minutes a day.

FACT: It is necessary to make reading easy and fun so the dyslexic child learns. The DAS uses multi-sensory techniques like the Orton-Gillingham approach, spelling method to help the child read and write better.

Myth 13: Dyslexia only affects children who speak English.

FACT: In fact, dyslexia has been shown to affect native Dutch, Israeli and Portuguese speakers as well as speakers of other languages. Dyslexia primarily affects the processing of speech sounds, otherwise known as phonological awareness. Dyslexia is also known to affect languages that are orthographically-based like Chinese.

Myth 14: Dyslexia cannot be identified until a child is 8 to 11 years old.

FACT: Research suggests children at risk of developing reading, spelling and writing difficulties can be identified at 5 to 6 years of age. In fact, there are validated instruments which allow us to do so. It is also important to identify them early so that appropriate help can be given before they start failing in school.

Myth 15: There is no way to truly diagnose dyslexia.

FACT: There are highly sophisticated and well-recognized techniques to diagnose dyslexia. A qualified educational psychologist will be able to diagnose dyslexia through a series of assessments with the child.

Myth 16: Dyslexics will not succeed in life.

FACT: A great majority of dyslexics have succeeded in life in their own respect. Some famous and accomplished dyslexics include Albert Einstein, MM Lee Kuan Yew, Richard Branson and Tom Cruise to name a few.

No individual who was diagnosed as dyslexic through a full assessment was found to have scored less than 45 and therefore it is unlikely that if you score under 45 you will be dyslexic.

ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder originating from childhood. Characteristic features of ADHD are symptoms of inattention and/or hyperactivity-impulsivity that often occur in two or more settings (e.g. at home or school; with friends; during other activities) and affect their performance in school as well as their relationships with others. Some symptoms of inattention may include being easily distracted, having difficulties sustaining attention on tasks, or having difficulties organising tasks and activities. Symptoms of hyperactivity-impulsivity may include running about or climbing in situations where they are expected to be seated, being unable to play or engage in activities quietly, having difficulties waiting their turn, interrupting or intruding on others.

References

DSM-5
IMH
ICD-10

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by deficits in social communication and social interaction as well as restricted, repetitive and stereotyped patterns of behaviours, interests or activities. Individuals with ASD may also have language and/or intellectual impairments. The symptoms of ASD are typically present from early childhood (12 - 24 months of age), and the manifestation and severity of symptoms vary across individuals with ASD.

References

DSM-5
Autism Resource Centre

Dyscalculia

Dyscalculia is a specific learning difficulty that primarily affects the mastery of number sense and number facts as well as accurate and fluent calculation. Individuals may have difficulties understanding and grasping number concepts. They may also have difficulties using mathematical concepts to solve problems.

References

DSM-5
Understood

Dysgraphia

(Specific Learning Difficulty in the written expression)
Dysgraphia is a specific learning difficulty characterized by difficulties in handwritten expression, specifically in areas of spelling, grammar and punctuation, as well as the clarity and organisation of written expression. Additional signs of dysgraphia include messy handwriting, inconsistent spacing, poor spatial planning on paper, amongst others. Other issues that may co-occur with dysgraphia include dyslexia and attention-deficit hyperactivity disorder.

References

IDA
Understood
DSM-5

Dyspraxia

Dyspraxia is a neurological disorder which affects the planning, coordination, and sequencing of gross and/or fine motor movement. It may thus impact a diverse range of activities where motor skills are involved, such as walking, jumping, writing, and even speaking. It is a lifelong condition that may vary in its presentation across individuals and over an individual's course of life.

References

NHS
Dyspraxia Foundation
DSM-5

Intellectual Disability

Intellectual disability is a neurodevelopmental disorder that involves deficits in areas of cognitive functioning and adaptive functioning (e.g. difficulties with communication, self-care, social skills, safety). These deficits occur during the developmental period and are evident in childhood and adolescence.

References

American Association of Intellectual and Developmental Disabilities
IMH

Visual Processing Difficulties

Visual processing difficulties affect how visual information (such as symbols, pictures and distances) is processed by the brain. It is different from sight or sharpness of vision, and cannot be corrected by glasses. The student may struggle to discriminate objects, judge distance, and have poor spatial awareness.

References

Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.