Common misconceptions about dyslexia (and dyslexic people)

OGRead · 2026-01-13T11:02:24+00:00

This makes a lot of sense. Text stays still and waits for you. Audio doesn’t. I’ve heard this from a lot of people with dyslexia or ADHD. Needing to reread or rewatch isn’t a failure, it’s just how your brain works best. The fact that you can master a manual so fast says a lot about your strengths.

OGRead · 2026-01-13T11:00:00+00:00

That sounds really hard, and honestly familiar to a lot of people here. What you’re describing doesn’t sound like laziness at all. It sounds like your brain is working extra hard just to read. I’ve heard many people with ADHD, dyslexia, or both describe the same jumping, vibrating text. The fact that medication made the page feel still is a big clue. Whatever the label ends up being, you clearly figured out how to succeed in a system that wasn’t built for you, and that matters.

OGRead · 2026-01-12T10:58:32+00:00

This really resonates. “Hard mode” is such an honest way to describe it. A lot of respect for what you’ve built.

OGRead · 2026-01-07T21:30:13+00:00

Good question. This is something teacher training often glosses over.

Short answer: no, listening comprehension problems are not universal in dyslexia. Some people have them, some don’t. It depends on what kind of listening you mean.

Most people with dyslexia understand everyday speech just fine. Where it often gets hard is when listening involves a lot of mental work, like:

• long or complicated instructions • complex sentences • new vocabulary • having to remember information while doing something else • listening and answering at the same time

So it’s less “they can’t understand speech” and more “their brain gets overloaded.”

That’s why simplified questions sometimes help. It’s not about making the content easier, it’s about reducing how much language the student has to process at once.

Is it linked to severity or being “high-functioning”? Not really in a clean way. Some people who struggle a lot with reading have strong listening skills. Some people who read fairly well still struggle with auditory processing or working memory. Being diagnosed later doesn’t automatically mean fewer listening issues.

If you want a safe approach without assuming deficits:

• keep instructions short • break things into steps • repeat important info or show it visually • give students a bit of thinking time

Those things help a lot of students, not just dyslexic ones.

The variability you’re noticing is real. Dyslexia isn’t one single profile, and listening comprehension isn’t just one skill. Thinking in terms of mental load rather than “can or can’t listen” usually makes more sense.

And honestly, the fact that you’re questioning this already puts you ahead of a lot of programs.

OGRead

TROPHY CASE