Dyslexia and ADHD
Understanding Dyslexia
Dyslexia is a language-based learning difference that primarily affects reading, spelling, and writing. It is not related to intelligence, motivation, or effort. Students with dyslexia often struggle to accurately decode words, recognize spelling patterns, and read fluently, even though they may excel in reasoning, problem-solving, creativity, or oral language.
Dyslexia is best understood as a difference in how the brain processes written language. With the right instruction, students with dyslexia can become confident, capable readers and learners.
Unlike spoken language—which the brain is naturally wired to acquire—there is no built-in system in the brain for learning to read. Humans learn to speak intuitively through exposure, but reading is a learned skill that requires the brain to build and coordinate new neural pathways. Reading draws on multiple areas of the brain working together, including regions responsible for visual processing (recognizing letters and words), phonological processing (connecting sounds to symbols), language comprehension, and working memory.
Some students develop these reading pathways relatively easily and are able to learn to read with minimal instruction simply through exposure. However, for students with dyslexia—and many other learners—these neural pathways do not develop automatically. Instead, they must be explicitly taught, practiced, and strengthened over time.
This is why structured, phonics-based instruction is so effective. Programs grounded in the Orton-Gillingham approach, such as Basic Language Skills (BLS), are designed to intentionally build these reading pathways by teaching sound–symbol relationships in a clear, systematic, and cumulative way. Rather than assuming reading will emerge naturally, OG-based instruction shows students how reading works, allowing the brain to form reliable, efficient connections that support accurate and fluent reading.
With the right structure and instruction, students with dyslexia are not just compensating—they are building the neurological foundation needed for true literacy.
Understanding ADHD
ADHD is best understood as a disorder of executive functioning, not a lack of intelligence, motivation, or effort. Students with ADHD often know what they are supposed to do, but struggle with when, how, and in what order to do it. These challenges stem from differences in how the brain manages attention, working memory, self-regulation, and future-oriented thinking.
Two key areas commonly affected in students with ADHD are working memory systems:
-
Nonverbal working memory, which allows a student to form mental images of the past, present, and future. This system helps students visualize steps, anticipate outcomes, and “see” what needs to happen next. When this system is weak, students may struggle to plan ahead, estimate time, or keep future goals in mind.
-
Verbal working memory, which supports internal self-talk—the ability to talk oneself through tasks, set intentions, prioritize steps, and delay gratification. This internal dialogue is what allows students to say, “First I’ll do this, then I’ll work on that,” and follow through.
When these systems are underdeveloped, students may appear disorganized, forgetful, impulsive, or inconsistent—not because they don’t care, but because the brain systems that support planning and self-regulation are still developing.