When most people hear the word dyslexia, they picture letters being read backward. While that is one sign of dyslexia. In reality, that is also one of the most persistent myths surrounding this common learning difference. Dyslexia is far more complex, and its impact reaches well beyond reading. It is also more prevalent that you think affecting an estimated 15-20% of people (Cowen, 2016).
While OTs and OTAs may not be directly teaching literacy in the classroom, we know that difficulty reading impacts the child in occupations related to school, home, and even in the community. Those with dyslexia have to work harder in the classroom and often are left feeling frustrated and lost which can lead to lower self-esteem and negative thoughts (Anuradha, D, 2022).
Understanding dyslexia helps OT practitioners recognize barriers to participation, collaborate effectively with interdisciplinary teams, and recommend supports that promote success across everyday activities.
Whether you work in schools, pediatrics, outpatient practice, or early intervention, understanding dyslexia can help you better support the clients that you serve and their families. In this article, we'll explore the facts about dyslexia, how it influences occupational performance, and the occupational therapy can play in helping these kids thrive.
Here's what we'll cover in this article:• Takeaway 1: Understanding what dyslexia is and what it is not.
• Takeaway 2: Recognizing how dyslexia affects occupational performance beyond reading.
• Takeaway 3: Identifying meaningful ways occupational therapy practitioners can support participation.
Let's begin by looking at some of the biggest misconceptions about dyslexia.
Dyslexia has been studied for decades, yet misconceptions continue to shape how it is understood by educators, healthcare providers, and families. Before discussing occupational therapy's role, it's important to understand what current evidence tells us.
According to the National Center on Improving Literacy (2024), several common myths continue to persist about dyslexia.
Some of the most common include:
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Myth: People with dyslexia read words backward because of vision problems.
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Fact: Dyslexia is a brain-based learning disorder
associated with differences in language processing, particularly the
manipulation of speech sounds, rather than vision.
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Myth: Everyone with dyslexia has the same challenges.
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Fact: Dyslexia affects each person differently and
is often described as being on a continuum. Individuals demonstrate varying
strengths, challenges, and levels of support needed.
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Myth: Dyslexia
is related to intelligence.
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Fact: Individuals with dyslexia have a wide range of
cognitive abilities, including average, above-average, and exceptional
intelligence.
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Myth: There is one intervention that works for everyone.
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Fact: Evidence-based instruction, ongoing progress
monitoring, and individualized supports remain the cornerstone of effective
intervention.
For occupational therapy practitioners, recognizing these misconceptions helps shift the conversation away from labels and toward participation, strengths, and individualized supports.
Once we understand what dyslexia truly is, we can better appreciate how it affects everyday occupations beyond reading.
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Reading difficulties are often the most visible aspect of dyslexia, but they are rarely the whole story. Challenges with reading and written language can influence confidence, routines, organization, emotional regulation, and participation across school, home, and social environments (Wilmot et al., 2023; Anuradha, D, 2022; Potter, 2022)
In an OT Practice article, occupational therapy assistant Christina Potter describes growing up with dyslexia as feeling like she was "running a marathon with 10-pound shoes" (Potter, 2022). That image captures something many OTAs and OTs observe in clinical practice: everyday learning often requires significantly more effort for individuals with dyslexia.
Potter (2022) shares that before receiving appropriate support she experienced:
• Difficulty following directions
• Trouble connecting letters with sounds
• Challenges with spelling and reading
• Frustration and decreased self-confidence
• Difficulty participating alongside peers
As occupational therapy practitioners, we know that experiences like these may also influence occupations as well as skills that impact occupations. These could include:
• Classroom participation
• Homework routines
• Executive functioning
• Organization and time management
• Social participation
• Emotional regulation during learning tasks
• Self-advocacy
You can take a moment to experience what learning and everyday life may feel like for those with dyslexia by using an online tool developed by Understood ®.
Click here to explore: Through My EyesPotter (2022) also emphasizes an important reminder: no two people experience dyslexia the same way. Successful intervention requires understanding each individual's unique strengths, challenges, environments, and goals.
Understanding these participation challenges naturally
leads to an important question: Where does occupational therapy fit?
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Occupational therapy may not provide direct reading
interventions. Instead, OT practitioners help individuals successfully
participate in the daily occupations that reading and learning make possible.
As Potter (2022) reflects on her own journey, she credits accommodations, self-advocacy, environmental supports, and organizational strategies with helping her through out her education and ultimately becoming a successful occupational therapy assistant.
Occupational therapy practitioners may support individuals by considering and addressing the following based on the needs of each individual:
• Executive functioning skills
• Organization and time management
• Multisensory instruction
• Auditory and visual memory
• Addressing psychosocial factors
• Visual motor and visual perceptual abilities
• Sensory strategies that improve participation
• Environmental modifications
• Assistive technology recommendations
• Self-advocacy skills
• Collaboration with educators and families
OT practitioners may also be better equipped at understanding each child as a whole and realizing that accommodations and supports for each child may evolve over time. The supports that help in elementary school often look different from those needed in college, employment, or adulthood. Building an individualized "toolbox" allows participation to grow throughout the lifespan.
As occupational therapy practitioners continue collaborating with educators and families, understanding dyslexia becomes another way we can promote participation and meaningful engagement in everyday occupations.
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Dyslexia is far more than a reading difficulty. It influences how individuals learn, participate, build confidence, and engage in meaningful occupations throughout life. By understanding current evidence, recognizing common misconceptions, and appreciating each individual's unique strengths and challenges, occupational therapy practitioners can become stronger advocates and more effective collaborators.
If you'd like to explore practical assessment strategies, intervention planning, and evidence-informed occupational therapy approaches, consider joining Aspire OT's webinar Dyslexia: OT Treatment Planning & Intervention to build your confidence in supporting clients with dyslexia.
References
Anuradha, D. (2022). A study on the challenges faced by dyslexic children. Journal of Pharmaceutical Negative Results, 13(5), 65-73.
Wilmot,
A., Hasking, P., Leitão, S., Hill, E., & Boyes, M. (2023). Understanding
Mental Health in Developmental Dyslexia: A Scoping Review. International
journal of environmental research and public health, 20(2),
1653
https://doi.org/10.3390/ijerph20021653
