Dyslexia and Processing: Understanding the Connection
By Morgan Kimball
Dyslexia is widely recognized as a learning difference that primarily affects reading and spelling. However, what many people don’t realize is that dyslexia is also closely linked to processing difficulties. Understanding how dyslexia impacts processing can help educators, parents, and individuals with dyslexia develop better strategies for success.
What Is Processing?
Processing refers to the way the brain interprets, organizes, and responds to information. There are different types of processing that affect learning, including auditory processing, visual processing, and working memory. Individuals with dyslexia often struggle with one or more of these, which can impact their ability to read, write, and comprehend information efficiently.
Auditory Processing and Dyslexia 
Auditory processing involves how the brain interprets sounds. Many individuals with dyslexia experience difficulty distinguishing similar sounds in words, which can make phonemic awareness challenging. For example, they may struggle to hear the difference between “bat” and “pat,” making it harder to decode words when reading (Shaywitz, 2003).
Visual Processing and Dyslexia
Visual processing relates to how the brain interprets visual information, including letters and words on a page. Some individuals with dyslexia may experience visual distortions, such as letters appearing to move or blur, making reading a frustrating experience. Others may have difficulty tracking text, causing them to lose their place when reading (Stein & Walsh, 1997).
Working Memory and Dyslexia
Working memory is essential for holding and manipulating information in the brain for short periods. It plays a significant role in decoding words, comprehending sentences, and remembering instructions. Individuals with dyslexia often struggle with working memory, which can make it difficult to recall spelling patterns, follow multi-step directions, or retain information from one sentence to the next while reading (Swanson & Sachse-Lee, 2001).
How to Support Individuals with Dyslexia and Processing Challenges
- Use Multi-Sensory Learning Approaches
Engaging multiple senses in learning—such as seeing, hearing, speaking, and touching—can reinforce connections in the brain. Programs like The Barton Reading & Spelling System (and other Orton-Gillingham programs) use a multi-sensory approach to help individuals with dyslexia improve reading and spelling skills (Birsh, 2018).
- Provide Extra Time
Processing difficulties can slow down reading, writing, and comprehension. Allowing extra time for assignments, tests, and reading activities can reduce stress and improve performance (International Dyslexia Association, 2020).
- Break Information into Smaller Chunks
Presenting information in smaller, manageable parts can help individuals with dyslexia and retain what they are learning. Using bullet points, step-by-step instructions, and graphic organizers can be particularly helpful (Sousa, 2001).
- Offer Assistive Technology
Technology tools such as text-to-speech software, audiobooks, and speech-to-text programs can support individuals with dyslexia by bypassing some of the challenges associated with processing difficulties (Edyburn, 2010).
- Encourage a Growth Mindset
Dyslexia and processing challenges can lead to frustration and self-doubt. Encouraging a growth mindset—believing that abilities can improve with effort and the right strategies—can help individuals with dyslexia develop resilience and confidence in their learning journey (Dweck, 2006).
Final Thoughts
Dyslexia is more than just a difficulty with reading—it’s a unique way of processing information. By understanding the connection between dyslexia and processing challenges, we can create more supportive learning environments that empower individuals with dyslexia to thrive. With the right strategies and tools, those with dyslexia can unlock their full potential and achieve success in education and beyond.
References
- Birsh, J. R. (2018). Multisensory Teaching of Basic Language Skills. Brookes Publishing.
- Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
- Edyburn, D. (2010). Technology Tools for Students with Learning Disabilities. Corwin Press.
- International Dyslexia Association. (2020). Dyslexia Assessment and Intervention Guidelines.
- Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf.
- Sousa, D. (2001). How the Brain Learns. Corwin Press.
- Stein, J., & Walsh, V. (1997). “To See But Not to Read; the Magnocellular Theory of Dyslexia.” Trends in Neurosciences, 20(4), 147-152.
- Swanson, H. L., & Sachse-Lee, C. (2001). “A Meta-Analysis of Single-Subject Design Intervention Research for Students with LD.” Journal of Learning Disabilities, 34(3), 212-224.