Dyslexia- the reading, writing and spelling disability

Jun 14, 2026 Features / Columnists, News

---

By Dr. Telford Layne Jr. PsyD, MSc. Postgrad, BSc.
Clinical and Developmental Psychologist – Psychoanalyst
Unwrapping Gift – Clinic

(Kaieteur News) – I was beaten mercilessly in school because I could not spell, read fluently, or write well. My pronunciation was poor. When asked to spell, I try to remember where I saw the word and how it was written. When asked to read, I know the word but say another word. Now, at 47, with a doctoral degree and three masters, I still confuse b and d and still struggle with reading and spelling. Because I have a learning disability, I am phonologically dyslexic. I cannot associate sounds with letters like so many Guyanese do. Around 1 in 10 people have dyslexia worldwide. 780 million people in the entire world are dyslexic.

Dyslexia is a specific learning disability that primarily affects reading, spelling, writing, and language processing. Because it is neurodevelopmental, the brain processes language differently. Dyslexia is not caused by poor intelligence, laziness, lack of effort, poor parenting, or inadequate teaching. Students with dyslexia often have average to above-average intelligence and can excel academically when they receive appropriate support.

Common characteristics

Reading difficulties: These may include taking your eyes off the page and struggling to find the paragraph or line. One may also experience words moving or being positioned differently. This leads to a slow reading speed. Other signs include difficulty sounding out words, frequent reading errors, unintentional omissions of words or lines, poor reading fluency, and problems with poetry.

Writing Difficulties: Because thoughts are racing, motor skills cannot keep up, so the formation of words is affected. As a result, it becomes difficult to read back what was written.

Persons with dyslexia may develop problems with b and d, capital E, and 3. Instead of friend, they may write “frend.” Most spelling is based on how they pronounced words. Persons with dyslexia depend heavily on memory, seeing words and hearing pronunciation to retain for later use as a substitute for poor spelling.

Reversing letters, especially in younger children, can lead to difficulty organising written work and inconsistent handwriting. A great injustice is done to dyslexic students in the classroom. An English teacher may say, “Take your time and write,” since not much work is given. Then the social studies, history, or other subject teachers come and load the board with 50 sentences, leaving only 5 minutes to write them before the board is erased for the next load.

Language Difficulties: This includes difficulty remembering sequences, problems following multi-step instructions, trouble recalling specific words, weak working memory, and slow processing speed for language tasks. Because a dyslexic person relies heavily on memory, learning becomes cognitively stressful. This is also manifested in difficulty with rapid naming of letters, numbers, or objects.

GUYANESE CONTEXT

Several factors contribute to dyslexia being overlooked in Guyana such as limited Awareness. Many teachers and parents have limited training regarding learning disabilities. In large class sizes, teachers struggle to identify students needing individualized support. With a heavy emphasis on reading and written exams, students with dyslexia can be at a disadvantage.

Because symptoms are often misread, students are viewed as lazy, disruptive, unmotivated, careless, or “slow learners” rather than as students with a specific learning disability.

In rural and hinterland areas, the challenges are much more severe yet almost similar to those in region 4. Limited access to psychologists, special education services, and diagnostic assessments can delay identification and support.

Without support, dyslexia critically affects academic performance, reading comprehension, written expression, spelling, examination performance, note-taking, and emotional well-being. For students, this can lead to frustration, anxiety, shame, embarrassment, low self-esteem, and poor social development. Over time, this can move from psychological to behavioural. Some students avoid reading aloud, withdraw from classroom participation, become disruptive to hide difficulties, and develop negative attitudes toward school. This shows why early recognition and support matter.

DYSLEXIA AND GIFTEDNESS

Many people assume dyslexia reflects low intelligence. Students can be both gifted and dyslexic, often referred to as “twice-exceptional” learners. These students demonstrate exceptional abilities in creativity, original thinking, artistic talent, music, design, and problem-solving. They may also show innovative solutions, practical reasoning, engineering-type thinking, visual-spatial skills, pattern recognition, architecture, construction, technical drawing, entrepreneurship, leadership, risk-taking, big-picture thinking, oral communication, storytelling, strong interpersonal skills, resilience, public speaking, and persuasion. Many successful individuals, including Sir Richard Branson, Tom Cruise, Ted Turner, Walt Disney, Albert Einstein, Whoopi Goldberg, John F. Kennedy, George Washington, George W. Bush, and Henry Ford, have excelled in business, science, arts, and leadership despite early academic struggles. A strength-based approach can promote confidence while addressing learning needs.

EVIDENCE-BASED TEACHING

Structured literacy approaches are best suited for students with dyslexia because they directly support the areas most affected by dyslexia.

1. Explicit Instruction: Skills should be taught directly rather than assuming students will discover patterns independently. Teachers should explain concepts clearly, model skills, provide guided practice, and offer immediate feedback.
2. Systematic Phonics Instruction: Students need direct teaching of letter-sound relationships, blending sounds, segmenting sounds, and word decoding. Instruction should follow a logical sequence from simple to complex.
3. Phonological Awareness Training: Teach students to identify rhyming words, count syllables, blend sounds, segment words into sounds, and manipulate phonemes. Strong phonological awareness is one of the most effective early interventions for dyslexia.
4. Structured Literacy: Evidence-based programs generally include phonology, sound-symbol relationships, syllable instruction, morphology (prefixes, suffixes, root words), syntax, and vocabulary. This instruction should be explicit, sequential, cumulative, and diagnostic.
5. Multisensory Teaching: Students learn through visual activities, such as seeing letters and words, and auditory activities, such as hearing sounds. Kinesthetic movement activities are also useful. In addition, tactile activities such as writing in the sand, tracing letters, and manipulating letter tiles are helpful. Using multiple senses strengthens learning pathways.
6. Repetition and Overlearning: Students with dyslexia require frequent review, additional practice, and opportunities to master skills because learning should be reinforced across multiple lessons.
7. Assistive Technology: Helpful tools include text-to-speech software, audiobooks, speech-to-text applications, reading pens, and digital spell checkers. Rather than asking the child to write, have them use a technological device to type.

CLASSROOM ACCOMMODATIONS

Teachers can implement practical accommodations even with limited resources, such as reading supports. Provide reading guides, use larger print books, allow paired reading, and offer audio materials. For writing supports, reduce copying from the board, accept oral responses when appropriate, and provide writing templates. Rather than asking dyslexic students to read, ask them to summarise the story or what was presented. Allow use of computers. I intervene on behalf of my clients: a private school has removed writing and reading as exam requirements for primary school.

Assessment supports include extra examination time, oral examinations when feasible, separate spelling from content grading, and smaller assessment sections. Classroom environment supports include positive reinforcement, avoiding public criticism, encouraging participation, and focusing on strengths.

Teachers should recognize signs early, refer students for assessment when possible, differentiate instruction, collaborate with parents, promote inclusive classrooms, and maintain high expectations. Students with dyslexia can achieve academic success when supported appropriately.

Parents should read with children daily, encouraging audiobooks, praising effort rather than perfection, communicating with teachers, supporting homework routines, and celebrating strengths and talents.

RECOMMENDATIONS

To improve outcomes for students with dyslexia, Guyana could increase teacher training in learning disabilities. Expand special education services nationwide. Improve screening and early identification programs from nursery school through the university level, using a database of the child’s profile. Develop inclusive education policies. Increase access to qualified psychologists. Introduce evidence-based literacy interventions in primary schools. Promote public awareness about dyslexia. Support families through community education initiatives.

---

• (dyslexia), Reading, spelling disability, Telford Layne, writing

---