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What To Do When A Bright Student Struggles Academically?

Laura Cassidy • Jul 26, 2017

My child is struggling at school and I think s/he has dyslexia?


Children with dyslexia have a difficult time getting the special services needed in school because schools often use a formula looking at the discrepancy between their IQ and their school achievement.

This gap has to be large per a formula to qualify for special educational services in schools. That can mean that the child must have failure rather than mediocre grades despite much effort put forth by the child. That means failure and shame are often necessary to diagnose a valid entity – dyslexia.

The federal government allows this model but said it cannot be the only method of evaluation. Unfortunately, many schools use this formula as it allows a “fill in the blank”/calculator approach rather than really understanding what dyslexia is and the services a child with dyslexia needs. Instead, the school can and should use a “preponderance” of appropriate data.


Children with dyslexia have average to above average intelligence. They read using a different pathway than non-dyslexic students use to read which means they read slower and with much effort. The pathway used is not as “efficient” as a non- dyslexic child. For children with dyslexia to learn to read equal to their IQ, they must be identified as dyslexic and taught in a specific way that works with their alternate reading pathway. If not identified, the child may be labeled as “lazy” or “dumb”.

This “inefficient” pathway slows down reading despite their intelligence. So, they must be identified, given the appropriate instruction, and always get more time for reading and testing regardless of their grade(s).


This alternate system is used for reading but not for critical thinking. Parents see these bright children with normal to above normal IQ’s struggle with reading, writing, and speaking which can be confusing. But, it is crucial for parents and educators to understand this concept. A bright child struggling academically needs to be evaluated by appropriate tests for dyslexia.

And as the quote in DRC Blog 10 from Dr. Sally Shaywitz says, “the disparity within the person, not comparing one person to another..” The discrepancy model will often prevent the child being identified as dyslexic. But, an evaluation of the correct tests/data and discussion with the parents and the child will lead to the identification of children with dyslexia.


Please look at the information on our web site and contact us for help or additional information. We are here to help you.


By Laura Cassidy 19 Mar, 2024
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Unlocking the Power of Dyslexic Minds: A Comprehensive Guide  In the realm of education, dyslexia stands as a formidable challenge for many students. Defined by the U.S. Federal law, the First Step Act, dyslexia is described as an "unexpected difficulty in reading for individuals who possess the intelligence to be much better readers." This difficulty often stems from a struggle with phonological processing, the ability to discern individual sounds within spoken language, which consequently affects one's capacity to speak, read, and spell. The Paradox of Dyslexia The paradox of dyslexia lies in its unexpected nature. Contrary to common misconceptions, individuals with dyslexia are often bright and intellectually capable. However, they may face hurdles in breaking down spoken words into smaller units known as phonemes. As a result, they encounter challenges in both spoken and written language. Reading becomes a difficult task, requiring significant effort to decode and recognize words. Despite these challenges, dyslexia does not diminish one's reasoning abilities, creativity, or problem-solving skills.
By Laura Cassidy 27 Jan, 2024
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The Journal of Correctional Education 72(2) • September 2021
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Research indicates that the achievement gap in reading between typical and dyslexic readers is already evident in first grade and persists through adolescence. However, it is not known whether this reading gap persists into adult life. In this report we use an epidemiologic sample of 312 children (typical readers = 246; dyslexic readers = 66), followed longitudinally from age 5 through adulthood and examine two fundamental questions: 1) Is reading level in 1st grade predictive of reading proficiency in adulthood in typical and dyslexic readers? and 2) Are the trajectories of reading development from 1st through 5th grade predictive of reading proficiency in adulthood in typical and dyslexic readers? Our findings indicate that early reading levels in 1st grade as well as the trajectory of reading development through the first five years of school were associated with reading scores in adulthood. This association was stronger for dyslexic than for typical readers, especially the latter factor. These findings indicate that the achievement gap between typical and dyslexic readers persists far beyond adolescence, in fact, into adult life. 
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