Challenges of Students with Dyslexia

By: Isabella Pankow

Edited: Ritisha Debnath

What is dyslexia? Dyslexia is a common neurobiological learning disability that impairs a person’s ability to recognize certain words, read, decode, and spell words (Rawe, 2024). Dyslexia is oftentimes hereditary — up to 60% of children with dyslexia have a parent who struggles with reading and writing. Studies suggest 15-20% of school-aged children in the U.S. have some level of dyslexia. Since a dyslexic child’s way of processing information is different from a regular person, this makes researchers curious about how dyslexic children’s brains work. 

Dyslexic children show structural differences in brain regions that are responsible for reading and processing information. Reading normally involves networks in the left hemisphere of the brain, specifically the temporoparietal lobe and the occipitotemporal cortex which are responsible for word recognition and phonological processing (McDonough, 2023). Dyslexic children show reduced activity in the left hemisphere, as well as a reduced volume of grey matter in these regions. Additionally, the inferior frontal gyrus, which contains the Broca’s area (brain structure for speech production) is affected and reduces connectivity in a Dyslexic child’s brain. These abnormalities require children to make intense efforts to read, causing struggles in academic environments. 

These structural differences affect the overall performance of students with dyslexia, challenging their academic success. These difficulties are reflected in reading and comprehension based classes, since dyslexic students have difficulty with fluency and information processing. As a result, undiagnosed dyslexic students may feel frustration and helplessness since traditional classrooms are fast paced and rely heavily on standardized tests (Edublox, 2024). 

Many school systems in states like New York, Hawaii, Nebraska, etc. fail to provide early screening and evidence based reading interventions for students with dyslexia (JD Supra, 2026). Teachers are often not adequately trained in structured literacy approaches that align with how the dyslexic brain processes language. As a result, students may fall behind academically, experience decreased confidence, and face limited long-term educational opportunities (Brekke et al., 2023). Recognizing dyslexia as a neurological difference should push schools to implement stronger support systems that promote equity and long-term success for all their students. 

Works Cited

Brekke, I., Andreea Alecu, Ugreninov, E., Pål Surén, & Evensen, M. (2023). Educational achievement among children with a disability: do parental resources compensate for disadvantage? Educational Achievement among Children with a Disability: Do Parental Resources Compensate for Disadvantage?, 23, 101465–101465. https://doi.org/10.1016/j.ssmph.2023.101465

Dyslexia Screenings in Early Education | JD Supra. (2026). JD Supra. https://www.jdsupra.com/legalnews/dyslexia-screenings-in-early-education-8982068/

McDonough, M. (2023, December). Dyslexia and the Developing Brain | Harvard Medicine Magazine. Magazine.hms.harvard.edu. https://magazine.hms.harvard.edu/articles/dyslexia-and-developing-brain

Rawe, J. (2024, October 10). What is dyslexia? Understood. https://www.understood.org/en/articles/what-is-dyslexia

The Academic, Emotional, and Social Impact of Dyslexia - Edublox Online Tutor. (2024, February 15). https://www.edubloxtutor.com/academic-emotional-social-impact-of-dyslexia/