The word "dyslexia" simply means "difficulty reading words. Although many people mistakenly believe that dyslexia means "reading words backwards," true directional reading issues are rare. By far the most common problem individuals with dyslexia face is difficulty perceiving the individual sounds, or phonemes, within spoken words (e.g., hearing the word "cat" and being able to easily separate out the "c", "a", and "t" sounds within the word). This "phonological" form of dyslexia makes it very hard for a child learning to read to learn to "sound out" words by matching letters or letter groups to sounds, and then using those letter/sound connections to identify words. A second, somewhat less common form of dyslexia, sometimes referred to as "dyseidetic" dyslexia, makes it hard for a person to read words "on sight," or without letter by letter decoding. It is also possible to have both of these types of dyslexia at the same time!
Dyslexia can be mild, severe, or anywhere in between those extremes. Most people who have dyslexia DO eventually learn to read, but they may read differently, possibly even using different areas of the brain, than do readers who do not have dyslexia. Even when a person with dyslexia does compensate and learns to comprehend what is read quite well, he/she may still have trouble with spelling, and may still read less accurately and efficiently than might be expected, based on ability and educational history. Reading may still feel like work.
Difficulties with reading comprehension may or may not result from dyslexia, but comprehension problems surely can be a significant issue. Similarly, weak reading fluency can have multiple causes. Evaluation of all of these issues is necessary to determine what interventions and supports may prove most helpful.
It is also important to realize that learning to read a second language can be unusually difficult for persons with Dyslexia, especially during the early stages, when the learner has not yet mastered the symbols, vocabulary, or grammar of the new language. Sometimes, Dyslexia gets missed, because the learner's reading difficulty is blamed on their lack of language skills. Persons with Dyslexia are generally quite able to learn new languages, but learning to read and write may take MUCH more time and effort.
Dyslexia can be mild, severe, or anywhere in between those extremes. Most people who have dyslexia DO eventually learn to read, but they may read differently, possibly even using different areas of the brain, than do readers who do not have dyslexia. Even when a person with dyslexia does compensate and learns to comprehend what is read quite well, he/she may still have trouble with spelling, and may still read less accurately and efficiently than might be expected, based on ability and educational history. Reading may still feel like work.
Difficulties with reading comprehension may or may not result from dyslexia, but comprehension problems surely can be a significant issue. Similarly, weak reading fluency can have multiple causes. Evaluation of all of these issues is necessary to determine what interventions and supports may prove most helpful.
It is also important to realize that learning to read a second language can be unusually difficult for persons with Dyslexia, especially during the early stages, when the learner has not yet mastered the symbols, vocabulary, or grammar of the new language. Sometimes, Dyslexia gets missed, because the learner's reading difficulty is blamed on their lack of language skills. Persons with Dyslexia are generally quite able to learn new languages, but learning to read and write may take MUCH more time and effort.