I truly didn’t know much about dyslexia before, and I was one of those people who mistakenly believed it was simply about letters jumping around on the page. Through learning more, particularly from my recent conference with Orton-Gillingham, I now understand that dyslexia is far more complex and involves difficulties with phonological processing, not just visual perception. One of the most surprising things I discovered is that dyslexia cannot be formally diagnosed until third grade. I also had no idea how prevalent it is—up to 20% of children have some form of dyslexia, making it one of the most common learning differences in the classroom.

One of the most fascinating aspects I learned is that reading is not a naturally occurring process in the brain. Unlike speaking, which develops naturally, reading requires the brain to form new neural pathways to connect sounds, letters, and meaning. For students with dyslexia, this process requires intentional intervention and structured support to help rewire their brains for reading success.

My learning at the Orton-Gillingham training reinforced the importance of multi-sensory learning in encoding and mapping new information. Engaging multiple senses—such as tracing letters in sand, using manipulatives, and verbalizing sounds—strengthens connections in the brain and makes learning more accessible. With this deeper understanding, I feel more confident in supporting students with reading challenges. I have gained valuable strategies, including emphasizing phonemic awareness, using structured literacy, and incorporating multi-sensory techniques to create a more inclusive and effective learning environment for all my students.