Understanding Dyslexia: The Most Common Learning Disability

In classrooms worldwide, countless children struggle silently with reading —not because they lack intelligence, but because their brains process language differently. This often-misunderstood condition is known as dyslexia—a common, lifelong learning disability that affects how individuals interpret written and spoken language.¹

Dyslexia is one of several developmental learning disabilities, including dyscalculia (math), and dysgraphia (writing).¹ People with dyslexia may have trouble recognizing words, spelling, or reading fluently, but they often possess average or above-average intelligence. They are not “slow learners”; rather, they are different learners. In fact, many individuals with dyslexia have highly creative or analytical minds and go on to thrive when given the right support.²

What Is Dyslexia?

Dyslexia is a language-based learning disability that affects how the brain processes written and spoken language. It is a lifelong condition, usually first identified during childhood when a child begins to learn to read.³ The root of dyslexia lies in differences in the brain’s structure and function—particularly in areas responsible for reading and phonological processing.

Dyslexia is not caused by problems with vision or hearing, nor does it indicate a lack of intelligence. Instead, it affects a person’s ability to recognize words, decode new ones, spell accurately, and sometimes pronounce words. Despite these challenges, people with dyslexia are fully capable of learning—they just learn differently.⁴ 

Research shows that dyslexia often runs in families and has a genetic component. It is also surprisingly common: studies estimate that 5% to 10% of the global population has some form of dyslexia, with varying levels of severity.⁵ Awareness about dyslexia remains low. Children struggling to read or write are often mislabeled as lazy, careless, or even unintelligent. This misdiagnosis can lead to low self-esteem, anxiety, and school dropouts.

Dyslexia in the Classroom

In most cases, dyslexia becomes noticeable once children start school and begin learning to read. Symptoms in school-age children include: ⁶

• Reading well below grade level

• Problems understanding and processing auditory information

• Difficulty finding the right words and forming answers to questions

• Difficulty sounding out unfamiliar words

• Problems spelling simple words

• Trouble remembering the order of letters or sequences of things

• Spending an unusually long time completing reading or writing tasks

• Avoiding reading-related activities altogether

For teens and adults, signs may include slow reading, mispronouncing words, difficulty summarizing, or struggling with foreign languages and math word problems.

In Pakistan, most schools lack the resources or trained staff to identify and support dyslexic students. As a result, many children continue to struggle academically despite their potential. Teachers are rarely trained to spot learning differences, and specialized education programs are limited to a few elite institutions. At RBF we are trying to change the education landscape and equip educators with the necessary skills to identify and educate all learners according to their needs.

Supporting a Child With Dyslexia at Home

Parents play a crucial role in helping children with dyslexia thrive. Here are some steps families can take to help them with dyslexia.²

• Start early: If you notice signs of dyslexia, speak to your paediatrician or an educational psychologist. Early support is key.

• Read aloud together: Make reading a shared, enjoyable experience. Audiobooks and story apps in English or Urdu can also be helpful.

• Work with your child’s teachers: Advocate for classroom accommodations such as extra time on tests, recorded lessons, or oral assessments.

• Create a supportive environment: A quiet study space, regular routines, and encouragement can boost a child’s confidence and learning.

• Talk about dyslexia: Help your child understand that having dyslexia is not a personal failure—it just means their brain works differently.

Final Thoughts

Dyslexia does not define a person’s intelligence or limit their future. With awareness, early intervention, and compassionate support, individuals with dyslexia can thrive academically, socially, and professionally. It’s essential to replace misconceptions with understanding, and stigma with support—so every learner, regardless of how their brain works, has a fair chance to succeed.

Resources & further research

¹ Cleveland Clinic. (2023, November 4). Dyslexia. https://my.clevelandclinic.org/health/diseases/6005-dyslexia

² Mayo Clinic. (2022, August 6). Dyslexia: Diagnosis and treatment. https://www.mayoclinic.org/diseases-conditions/dyslexia/diagnosis-treatment/drc-20353557 

³ Moats, L.C. & Dakin, K.E. (2020). Dyslexia Basics. The International Dyslexia Association (IDA). https://dyslexiaida.org/dyslexia-basics/ 

⁴  Sherman, G. (2012). What is Dyslexia? Australia Dyslexia Association. https://dyslexiaassociation.org.au/what-is-dyslexia/ 

⁵ (2022). Dyslexia FAQ. The Yale Center for Dyslexia and Creativity. https://dyslexia.yale.edu/dyslexia/dyslexia-faq/#:~:text=How%20common%20is%20dyslexia?,with%20dyslexia%20learn%20to%20read

⁶ Mayo Clinic. (2022, August 6). Dyslexia: Symptoms and causes. https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552

Lachmann, T., Weis, T. (Eds.). (2018) Reading and dyslexia: From basic functions to higher order cognition. Springer Cham. https://doi.org/10.1007/978-3-319-90805-2 

Moats, L. C.,  & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore: The International Dyslexia Association.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.