How to Support Students with Dyslexia

Dyslexia is the most common learning disability affecting children, but what does the research actually tell us about how to identify and support students with dyslexia in practice? In this episode, Assistant Professor Phil Capin moderated a discussion with leading scholars Professor Nadine Gaab and Tim Odegard of Middle Tennessee State University, exploring how the science of reading can inform effective supports for students with dyslexia across grades and contexts.

Key takeaways

1. Dyslexia is a specific word-reading difficulty, not a problem with effort or intelligence
   Dyslexia is a neurobiological learning disability marked by persistent challenges with accurate and/or fluent word reading and spelling, even with good instruction. It does not mean that a student isn’t smart, motivated, or capable.
2. Early identification changes trajectories — but it’s never too late to help
   Strong, early screening systems and attention to risk factors (including family history) can prevent years of struggle and frustration. At the same time, the speakers emphasized that intervention remains worthwhile in later grades and adulthood; support can still make a meaningful difference.
3. Myths about dyslexia can delay or derail support
   Common misconceptions — like “letters moving on the page,” that dyslexia can’t be identified until third grade, or that it only looks one way in English — can keep students from getting what they need. Clarifying what dyslexia is (and isn’t) helps schools focus on effective, evidence-based responses.
4. Instruction needs to make sound–print connections explicit and give students lots of practice
   For students with or at risk for dyslexia, high-quality instruction includes explicit, systematic teaching of how sounds map onto letters and spelling patterns, coupled with ample practice in reading and spelling words in connected text. The goal is not only accurate decoding, but growing fluency, comprehension, and confidence.
5. Families, systems, and relationships are central to supporting students with dyslexia
   Caregivers, often parents or guardians who notice early struggles, are key partners in identification and advocacy. Schools can honor that role by building coherent systems for screening, intervention, and accommodations, and by creating environments where students’ strengths are recognized alongside their challenges.

Related resources

•    International Dyslexia Association – Definition of Dyslexia: A clear, widely used definition that outlines what dyslexia is, how it presents, and why early identification and support matter.
•    Dyslexia Myths and Realities (English and Spanish) – Nadine Gaab: Short, accessible myth-busting infographics that clarify common misconceptions about dyslexia and highlight what the science actually tells us.
•    IES Practice Guides on Reading Interventions (K–3 and 4–9): Evidence-based recommendations from the Institute of Education Sciences on screening, code-based instruction, and small-group interventions, accompanied by easy-to-use infographics for educators.
•    Evidence-Based Practices for Students with Dyslexia – MCPER 10 Keys & Hall Meta-Analysis: Research syntheses that distill what we know about effective instruction for students with dyslexia, with practical guidance for classroom and intervention settings.
•    Perspectives on Dyslexia – Articles by Nadine Gaab and Yaacov Petscher, Phil Capin, and Tim Odegard: Commentary pieces that situate dyslexia within a broader scientific and educational context, including reflections on questions such as “Is dyslexia a gift?” and what truly equitable support looks like in schools.