Dyslexia: A Hidden Superpower
Discover how dyslexia can be a hidden superpower—and how educators can support dyslexic learners through strengths-based teaching and empathy.
When most people hear the word “dyslexia,” their minds immediately jump to what’s “wrong” with someone. They think of jumbled letters, slow reading, or the frustration of poor spelling tests. For years, dyslexia has often been framed almost exclusively as a learning disability—a deficit that needs to be “fixed.”
However, with the help of the newly released definition of dyslexia from the International Dyslexia Association, we can begin to see it differently. Dyslexia isn’t just a person’s hurdle; it’s a different way of processing information that comes with some pretty incredible superpowers.
Dyslexic brains are wired differently—literally. Research suggests that while the areas of the brain responsible for word processing might be less active, the areas responsible for big-picture thinking and spatial reasoning are often highly developed. If we only focus on the mechanics of reading, we miss the brilliant architect, the creative storyteller, or the masterful problem-solver sitting right in front of us. Read my recent blog on the science of reading here.
Dyslexic learners are often masters at making connections between seemingly unrelated ideas. They don’t just see the trees; they see the entire forest and how the ecosystem works together. They tend to have exceptional memory for personal experiences and a knack for storytelling. They process the world through examples and stories rather than abstract facts.
Dyslexic learners are often masters at making connections between seemingly unrelated ideas.
Many dyslexic individuals excel at mentally manipulating 3D objects. This is why so many become world-class engineers, architects and artists.
And because they’ve often had to work twice as hard to navigate a traditional school system, these students develop incredible grit and a deep empathy for others who struggle.
As educators, our job isn’t to just help these students decode words—it’s to build a classroom environment where their unique strengths can actually shine. Here’s how we can help:
The Big Picture:
Students with dyslexia often struggle with building concepts starting with tiny details. Instead, try top-down teaching, providing the big picture or the “why” before diving into the “how.” Use graphic organizers and concept maps to show how all the pieces fit together. Try templates like this one and this one to get started; you can adapt them to another grade level or format using EdBrAIn.
Multimodal Learning:
If students struggle to get their thoughts down on paper, it doesn’t mean they don’t understand the concept. Have them demonstrate what they know in different ways, like oral presentations, video projects or mind maps.
Students with dyslexia don’t need to be cured. They need to be seen.
Technology:
This is a game-changer. Speech-to-text and audiobooks are tools, just like a calculator is for a mathematician. Remove the barrier of decoding a text to see the depth of a student’s actual comprehension. Get more ideas here and here.
A Growth Mindset:
A hidden part of dyslexia is often the emotional toll it takes on a student. Constantly being corrected is exhausting. When mechanics isn’t the spotlight, focus on the ideas. Let them know their thoughts and ideas have value, even when the spelling isn’t up to par. Try Share My Lesson’s collection on Growth Mindset for resources to try with students.
Give Grace:
The dyslexic brain often takes a longer path to get to the same destination. A little extra time and empathy can be the difference between frustration and illumination.
A final thought: Students with dyslexia don’t need to be cured. They need to be seen. They need us to recognize that while they might struggle with the code of language, they are often the people who will go on to solve the world’s most complex problems. Instead of making them fit into our boxes, let’s have our classrooms fit their brilliance.
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Jean Hribar is an Instructional Coach for the Berea City School District in Ohio. Her 32 years of teaching include special education, elementary, and middle school English Language Arts. She is the Treasurer for her local, serves on her local Ohio Teacher Evaluation committee, and is the... See More
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