High School Dropout Rates

35% of students with learning disabilities (including dyslexia) drop out of high school, compared to 6% of all students. — National Center for Learning Disabilities (2017) Many students remain undiagnosed, mischaracterized as lazy or disruptive, and disengage from school.

Mental Health & Suicide

Students with dyslexia are 2–3x more likely to experience depression and anxiety. Those with reading difficulties are 3x more likely to consider or attempt suicide. Individuals with specific learning disorders (including dyslexia) are 46% more likely to have attempted suicide — American Psychological Association 86% of adolescents with learning disabilities considered suicide; 19% attempted it. — Margalit, 2009 Bullying linked to reading struggles is a significant risk factor for suicidal ideation.

Incarceration & the Prison Pipeline

30–50% of incarcerated individuals have dyslexia or a related learning disability. — Prison Reform Trust, 2016; U.K. Ministry of Justice 85% of juveniles in the justice system are functionally illiterate — often due to undiagnosed dyslexia. Students with disabilities are twice as likely to be suspended, expelled, or arrested.

Medicaid & Economic Hardship

Individuals with learning disabilities, including dyslexia, are more likely to live in poverty and depend on Medicaid. — U.S. Department of Education longitudinal studies Poor literacy is a strong predictor of lifelong unemployment and underemployment, often leading to dependency on social services. Visual Statistics Bar (from infographic) 35% — High School Dropout 50% — Incarcerated Adults Dyslexic 85% — Youth in Justice System Illiterate 46% — LD Students Consider Suicide

Literacy is a Life-or-Death Issue

Early intervention in dyslexia saves futures — and lives.

1. Left Hemisphere Underactivation in Dyslexia

Research consistently shows that individuals with dyslexia have reduced activation in the left-hemisphere regions of the brain that normally support decoding and fluent reading. These regions include the occipito-temporal (OT) and temporo-parietal (TP) areas. Example: Richlan et al. (2012) meta-analysis found consistent underactivation in left TP and OT regions in dyslexic readers compared to typical readers.

2. Compensatory Right Hemisphere Activation

Dyslexic readers often show greater reliance on the right hemisphere or more bilateral brain patterns during reading tasks. These activations may serve as compensatory pathways when left-brain systems are underactive. Example: 'Reading the Wrong Way with the Right Hemisphere' showed that adults with dyslexia activated the right inferior occipital gyrus more strongly than controls during pseudoword reading tasks.

3. Neural Differences Exist Before Reading Instruction

Brain imaging shows that differences in the reading network can appear before children even learn to read, particularly in children at familial risk for dyslexia. This means dyslexia is not simply a 'failure to learn,' but reflects underlying neural circuitry differences.

4. The Effect of Intervention on Brain Activity

Systematic, explicit remediation of phonological skills (explicit instruction) can actually rewire the brain. After structured phonological training, children with dyslexia show increased activation in left hemisphere regions such as the temporo-parietal cortex and inferior frontal gyrus—patterns closer to typical readers.

5. Dyslexia & Structured Literacy (Orton-Gillingham Approach)

A growing body of research reviews the impact of structured literacy interventions (e.g., Wilson, Orton-Gillingham, Barton). A recent review: 'Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students with or at risk for Word-Level Reading Disabilities.' The findings show that explicit, systematic, multisensory programs are effective for struggling readers.

6. Why Orton-Gillingham & Structured Literacy Work

These methods are: Multisensory – engage sight, sound, and touch simultaneously. Systematic & Sequential – build skills step by step. Explicit – nothing is assumed; every skill is taught clearly. These components directly activate the left-hemisphere reading network that neuroscience shows is underactive in dyslexia.

Weakness in phonological processing (trouble connecting sounds to letters) • Weakness in rapid naming/processing speed (trouble quickly naming letters, numbers, or colors) When BOTH are present, a child is considered to have “double dyslexia,” often resulting in the most severe reading difficulties.

2. Key Characteristics

Extreme difficulty decoding words despite years of instruction Very slow reading rate, even when accuracy improves Poor spelling and written expression • Struggles with subjects that require reading (math word problems, directions, note-taking) Emotional toll: higher risk of anxiety, depression, school refusal Lifelong impact: may never test at grade-level, even after strong interventions

Students with double dyslexia need the MOST intensive support: Daily 1:1 or very small group evidence-based intervention (Wilson, Barton, Orton-Gillingham) • Extended School Year (ESY) to prevent regression Progress measured by a body of evidence (lesson mastery, fluency, observed skills), not just standardized tests

4. The Most Profound Form

Dual deficits = slowest progress without proper instruction Requires years of structured literacy instruction Continued support into middle and high school Reading may improve, but fluency and writing remain challenges With the right instruction, children with double dyslexia CAN learn to read, but they need more time, more intensity, and strong IEP protections.

What Does “Compensated” Mean?

Children with mild dyslexia can often work around their reading challenges when given the right tools and strategies: They might rely on their strong memory, creativity, or listening skills. They learn to “compensate” for difficulties in decoding words by using alternative strengths. Compensation does not mean dyslexia goes away—it means the child finds ways to cope.

What Are “Consistent Supports”?

Supports must be ongoing, reliable, and predictable—not just occasional help. Examples include: Classroom Accommodations: Extra time, audiobooks, text-to-speech, teachers reading directions aloud. Instructional Supports: Small-group or one-on-one instruction, systematic phonics, multisensory teaching. At-Home Supports: Reading aloud together daily, homework help, encouragement and positive reinforcement.

Why Consistency Matters

Inconsistent support can cause a child to slip through the cracks. With steady, structured help, children with mild dyslexia can thrive academically, build confidence, and discover their potential. Without it, even mild dyslexia can lead to unnecessary struggles in school.

“Mild dyslexia: majority of cases, often compensated with consistent supports” means your child may succeed if the right help is provided every day, in every setting —but they still need that help. Consistency is the key to building long-term success.

Mispronouncing words, like saying "beddy tear" instead of "teddy bear" Saying "thing" and "stuff" instead of naming common objects Trouble learning nursery rhymes or singing the alphabet Telling stories that are hard to follow Difficulty following directions with multiple steps

Trouble learning letter names and remembering the sounds they make Confusing letters that look similar (like b and d) or sound similar (like f and v) Struggling to read familiar words (like cat), especially if there aren't pictures Substituting words when reading aloud, like "house" when the story says "home" Trouble separating the sounds in words and blending sounds to make words Struggling to remember how words are spelled

Confusing or skipping small words like "for" and "of" when reading aloud Trouble sounding out new words and recognizing common ones Struggling to explain what happened in a story or answer questions about it Frequently making the same kinds of mistakes, like reversing letters Spelling the same word correctly and incorrectly in the same exercise Avoiding reading whenever possible or getting frustrated or upset when reading

Tweens, Teens, and Adults

Reading slowly or skipping small words or parts of words when reading aloud Often searching for words or using substitutes like "gate" instead of "fence" Trouble "getting" jokes or understanding idioms, puns, and abbreviations Taking a very long time to complete reading assignments Having an easier time answering questions about text that's read aloud

Staring into Space Difficulty Talking Socializing Challenges Work Avoidance Frequent Nurse Visits Visits Well with Adults Poor Comprehension Poor Fluency Word Recall Issues

Hidden Beneath the Surface

Depression Anxiety Tantrums/Meltdowns Suicidal Ideation Calling Themselves "Stupid" Feeling Hopeless Low Self-Esteem Suicide Risk Family Impact High Pain Tolerance Stimulation Seeking

Dyslexia Overview | WYO Right to Read

Multiple peer-reviewed studies show that many children with dyslexia display strengths in creative thinking, especially on standard tests like the Torrance Tests of Creative Thinking (TTCT). In school-age samples, dyslexic students have scored higher across TTCT components—fluency, flexibility, originality, and sometimes elaboration—with one study even finding dyslexic teens matched art-school students on overall creativity and exceeded them on flexibility. Other work shows superior performance on tasks that require unusual combinations of ideas and nonverbal creativity that is independent of IQ and literacy level. Together, these data support a strengths-based view: while reading is hard, divergent and nonverbal creative thinking can be areas of advantage for many dyslexic learners.

High School Dropout Rates
35% of students with learning disabilities (including dyslexia) drop out of high school, compared to 6% of all students. — National Center for Learning Disabilities (2017)
Many students remain undiagnosed, mischaracterized as lazy or disruptive, and disengage from school.
Mental Health & Suicide
Students with dyslexia are 2–3x more likely to experience depression and anxiety.
Those with reading difficulties are 3x more likely to consider or attempt suicide.
Individuals with specific learning disorders (including dyslexia) are 46% more likely to have attempted suicide — American Psychological Association
86% of adolescents with learning disabilities considered suicide; 19% attempted it. — Margalit, 2009
Bullying linked to reading struggles is a significant risk factor for suicidal ideation.
Incarceration & the Prison Pipeline
30–50% of incarcerated individuals have dyslexia or a related learning disability. — Prison Reform Trust, 2016; U.K. Ministry of Justice
85% of juveniles in the justice system are functionally illiterate — often due to undiagnosed dyslexia.
Students with disabilities are twice as likely to be suspended, expelled, or arrested.
Medicaid & Economic Hardship
Individuals with learning disabilities, including dyslexia, are more likely to live in poverty and depend on Medicaid. — U.S. Department of Education longitudinal studies

Poor literacy is a strong predictor of lifelong unemployment and underemployment, often leading to dependency on social services.

Visual Statistics Bar (from infographic)

35% — High School Dropout

50% — Incarcerated Adults Dyslexic

85% — Youth in Justice System Illiterate

46% — LD Students Consider Suicide
Literacy is a Life-or-Death Issue
Early intervention in dyslexia saves futures — and lives.

1. Left Hemisphere Underactivation in Dyslexia
Research consistently shows that individuals with dyslexia have reduced activation in the left-hemisphere regions of the brain that normally support decoding and fluent reading. These regions include the occipito-temporal (OT) and temporo-parietal (TP) areas. Example: Richlan et al. (2012) meta-analysis found consistent underactivation in left TP and OT regions in dyslexic readers compared to typical readers.
2. Compensatory Right Hemisphere Activation
Dyslexic readers often show greater reliance on the right hemisphere or more bilateral brain patterns during reading tasks. These activations may serve as compensatory pathways when left-brain systems are underactive. Example: 'Reading the Wrong Way with the Right Hemisphere' showed that adults with dyslexia activated the right inferior occipital gyrus more strongly than controls during pseudoword reading tasks.
3. Neural Differences Exist Before Reading Instruction
Brain imaging shows that differences in the reading network can appear before children even learn to read, particularly in children at familial risk for dyslexia. This means dyslexia is not simply a 'failure to learn,' but reflects underlying neural circuitry differences.
4. The Effect of Intervention on Brain Activity
Systematic, explicit remediation of phonological skills (explicit instruction) can actually rewire the brain. After structured phonological training, children with dyslexia show increased activation in left hemisphere regions such as the temporo-parietal cortex and inferior frontal gyrus—patterns closer to typical readers.
5. Dyslexia & Structured Literacy (Orton-Gillingham Approach)
A growing body of research reviews the impact of structured literacy interventions (e.g., Wilson, Orton-Gillingham, Barton). A recent review: 'Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students with or at risk for Word-Level Reading Disabilities.' The findings show that explicit, systematic, multisensory programs are effective for struggling readers.
6. Why Orton-Gillingham & Structured Literacy Work
These methods are: Multisensory – engage sight, sound, and touch simultaneously. Systematic & Sequential – build skills step by step. Explicit – nothing is assumed; every skill is taught clearly. These components directly activate the left-hemisphere reading network that neuroscience shows is underactive in dyslexia.

1. What It Means
Weakness in phonological processing (trouble connecting sounds to letters) •
Weakness in rapid naming/processing speed (trouble quickly naming letters, numbers, or colors)

When BOTH are present, a child is considered to have “double dyslexia,” often resulting in the most severe reading difficulties.
2. Key Characteristics
Extreme difficulty decoding words despite years of instruction
Very slow reading rate, even when accuracy improves
Poor spelling and written expression • Struggles with subjects that require reading (math word problems, directions, note-taking)
Emotional toll: higher risk of anxiety, depression, school refusal
Lifelong impact: may never test at grade-level, even after strong interventions
3. Why It Matters
Students with double dyslexia need the MOST intensive support:

Daily 1:1 or very small group evidence-based intervention (Wilson, Barton, Orton-Gillingham) • Extended School Year (ESY) to prevent regression
Progress measured by a body of evidence (lesson mastery, fluency, observed skills), not just standardized tests
4. The Most Profound Form
Dual deficits = slowest progress without proper instruction
Requires years of structured literacy instruction
Continued support into middle and high school
Reading may improve, but fluency and writing remain challenges

With the right instruction, children with double dyslexia CAN learn to read, but they need more time, more intensity, and strong IEP protections.

What Does “Compensated” Mean?
Children with mild dyslexia can often work around their reading challenges when given the right tools and strategies:

They might rely on their strong memory, creativity, or listening skills.
They learn to “compensate” for difficulties in decoding words by using alternative strengths.
Compensation does not mean dyslexia goes away—it means the child finds ways to cope.
What Are “Consistent Supports”?
Supports must be ongoing, reliable, and predictable—not just occasional help. Examples include:

Classroom Accommodations: Extra time, audiobooks, text-to-speech, teachers reading directions aloud.
Instructional Supports: Small-group or one-on-one instruction, systematic phonics, multisensory teaching.
At-Home Supports: Reading aloud together daily, homework help, encouragement and positive reinforcement.
Why Consistency Matters
Inconsistent support can cause a child to slip through the cracks.
With steady, structured help, children with mild dyslexia can thrive academically, build confidence, and discover their potential.
Without it, even mild dyslexia can lead to unnecessary struggles in school.
Remember
“Mild dyslexia: majority of cases, often compensated with consistent supports” means your child may succeed if the right help is provided every day, in every setting—but they still need that help. Consistency is the key to building long-term success.

Preschool
Mispronouncing words, like saying "beddy tear" instead of "teddy bear"
Saying "thing" and "stuff" instead of naming common objects
Trouble learning nursery rhymes or singing the alphabet
Telling stories that are hard to follow
Difficulty following directions with multiple steps
Grades K–2
Trouble learning letter names and remembering the sounds they make
Confusing letters that look similar (like b and d) or sound similar (like f and v)
Struggling to read familiar words (like cat), especially if there aren't pictures
Substituting words when reading aloud, like "house" when the story says "home"
Trouble separating the sounds in words and blending sounds to make words
Struggling to remember how words are spelled
Grades 3–5
Confusing or skipping small words like "for" and "of" when reading aloud
Trouble sounding out new words and recognizing common ones
Struggling to explain what happened in a story or answer questions about it
Frequently making the same kinds of mistakes, like reversing letters
Spelling the same word correctly and incorrectly in the same exercise
Avoiding reading whenever possible or getting frustrated or upset when reading
Tweens, Teens, and Adults
Reading slowly or skipping small words or parts of words when reading aloud
Often searching for words or using substitutes like "gate" instead of "fence"
Trouble "getting" jokes or understanding idioms, puns, and abbreviations
Taking a very long time to complete reading assignments
Having an easier time answering questions about text that's read aloud

Understanding Dyslexia

Creativity and Dyslexia: Strengths in Divergent Thinking

Dyslexia Statistics: A Crisis of Neglect

High School Dropout Rates

Mental Health & Suicide

Incarceration & the Prison Pipeline

Medicaid & Economic Hardship

Literacy is a Life-or-Death Issue

What the Neuroscience Says About Dyslexia & the Brain

1. Left Hemisphere Underactivation in Dyslexia

2. Compensatory Right Hemisphere Activation

3. Neural Differences Exist Before Reading Instruction

4. The Effect of Intervention on Brain Activity

5. Dyslexia & Structured Literacy (Orton-Gillingham Approach)

6. Why Orton-Gillingham & Structured Literacy Work

Takeaway

Downloads

2025 Dyslexia Definition Companion

2025 Dyslexia Definition info graphic

Rack Card

Structured Literacy Certification for Dyslexia Practitioners

The Spectrum of Dyslexia

What is Double Dyslexia?

1. What It Means

2. Key Characteristics

3. Why It Matters

4. The Most Profound Form

Understanding Mild Dyslexia: Compensated with Consistent Supports

What Does “Compensated” Mean?

What Are “Consistent Supports”?

Why Consistency Matters

Remember

Dyslexia is lifelong, but with strong and reliable supports, your child’s ability to read, learn, and grow can flourish.

Understanding Dyslexia

Preschool

Grades K–2

Grades 3–5

Tweens, Teens, and Adults

The Dyslexia Iceberg

Visible Signs

Hidden Beneath the Surface

Place an image or any other element you want

Understanding Mild Dyslexia: Compensated with Consistent Supports