The Dyslexic Brain: The Hidden Strengths Parents Don’t Always See

When parents first realize their child has dyslexia, it is natural for reading and spelling to take center stage. Progress and fluency often feel urgent, especially when grade-level expectations are looming. Those concerns are real and valid.

But they are not the full picture.

Dyslexia affects how a child learns to read, not how they think, reason, or understand the world. Many children with dyslexia have genuine strengths that are present early on, yet easily overlooked in traditional classrooms. As a dyslexia specialist, I see this pattern every day.

How the Dyslexic Brain Learns

Research shows that dyslexia is a neurological, language-based learning difference that primarily affects how efficiently the brain processes written language. Reading and spelling require more conscious effort and do not become automatic in the same way they do for typical readers.

Because of this, many dyslexic students spend a large amount of mental energy simply accessing print.

In day-to-day learning, this matters. A child may understand ideas deeply, ask thoughtful questions, or make insightful connections, yet struggle to show that understanding on paper. I have worked with many students who could explain complex concepts clearly when speaking but appeared far less capable in written work because reading and writing demands consumed so much of their cognitive energy.

This gap can be frustrating for parents and deeply discouraging for children.

Why Strengths Are Often Missed in School

Many parents tell me, “I know my child is smart, but school doesn’t reflect that.” There is a real reason for this disconnect.

When decoding and spelling require intense effort, fewer mental resources remain available for higher-level thinking such as organizing ideas, problem-solving, or fully participating in class discussions. Timed assignments and heavy written output make this even harder for students with dyslexia.

For example, one of my students had severe dyslexia and spent several years being homeschooled before entering a traditional school setting. Reading remained difficult, but when she was given opportunities to work on hands-on STEM projects, her abilities became clear. She showed strong reasoning, creativity, and persistence. To her parents’ surprise, she was selected to compete at the state level for her STEM work.

Nothing about her intelligence changed. The way she was allowed to learn did.

Strengths That May Co-Exist With Dyslexia

Dyslexia does not automatically create strengths, and it is important to say that honestly. At the same time, research and long-term observation show that many individuals with dyslexia demonstrate relative strengths in areas that rely less on rapid, accurate reading and spelling.

Some children with dyslexia may show strengths in:

• Big-picture or conceptual thinking

• Problem-solving and reasoning

• Oral language and verbal expression

• Understanding complex ideas when reading demands are reduced

  
  

These strengths often show up in unexpected ways.

One student I worked with had dysgraphia and struggled significantly with spelling and written output, yet had one of the highest reading comprehension levels in his class. Another student struggled to learn vocabulary through notecards and other traditional methods but retained advanced vocabulary through video games he played regularly. He also demonstrated impressive strategic thinking in games that required planning and anticipating multiple moves.

Another child struggled with reading fluency but consistently noticed small details that others overlooked. Those details were often essential in problem-solving and group work.

These abilities are often present quietly, waiting to be noticed and valued.

Why Supporting Strengths Matters for Children With Dyslexia

Structured, evidence-based reading instruction is essential for children with dyslexia. That does not change. At the same time, children need opportunities to feel capable and successful in other areas of learning.

Parents can begin to notice where their child:

• Engages willingly and persists

• Explains ideas clearly when speaking

• Spots patterns or details others miss

• Shows confidence outside of reading and writing

Supporting strengths might include:

• Using audiobooks to build knowledge and vocabulary

• Encouraging discussion instead of written responses when appropriate

• Allowing hands-on projects or interest-based learning

• Valuing oral explanations and demonstrations of understanding

• Encouraging participation in sports, movement-based activities, or outdoor learning

• Supporting interests in music, art, building, or other creative pursuits

• Making space for activities where success is not tied to reading speed or spelling accuracy

Focusing on strengths does not replace dyslexia intervention. It supports motivation, confidence, and resilience. Children who experience success in some areas are often better able to tolerate the sustained effort required to learn to read.

Over time, this balance plays a powerful role in self-esteem and emotional well-being.

Looking Ahead: School, College, and Beyond

Many parents worry about what dyslexia means long-term. Research offers reassurance.

Dyslexia is common on college campuses, and many individuals with dyslexia go on to postsecondary education, including two-year and four-year colleges. Colleges routinely provide accommodations such as extended time and assistive technology. Long-term studies show that with appropriate instruction, accommodations, and self-advocacy skills, dyslexic students can succeed academically and professionally at levels comparable to their peers.

Adults with dyslexia are found across a wide range of careers. Outcomes are shaped far more by access to effective instruction, support, and opportunity than by the diagnosis itself.

A Final Encouragement for Parents

Dyslexia affects how a child learns to read. It does not define who that child is.

Address reading challenges directly and systematically, but do not narrow your view of your child to reading and spelling alone. Notice where your child thinks deeply, solves problems, shows creativity, or engages with confidence.

When children understand that they are capable in meaningful ways, their confidence grows. And confidence matters more than many parents realize.

Sometimes, when we step back and look carefully, we also begin to notice patterns that suggest dyslexia may not be the only factor affecting learning. Understanding those patterns is often the next important step.

Want Support Tailored to Your Child?

If your child is struggling with reading, spelling, or writing, or if progress has stalled despite intervention, you do not have to figure this out alone.

I work with families to identify what is truly impacting learning and to design individualized, research-based intervention plans that address both challenges and strengths.

If you would like to talk about your child’s learning profile or explore next steps, I invite you to click the button below to schedule a consultation.

Book a Free Consultation

About the Author

Hi, I’m Heidi. I am a licensed Reading Specialist and a Wilson Dyslexia Practitioner with over 20 years of experience in education. Since 2022, I have been supporting children with dyslexia and spelling challenges both online and in person through private practice, working with students in grades 2–12 in the United States and with international school students around the world.

My goal is to make this journey less overwhelming and more empowering for families, helping children gain confidence and success in reading and spelling.

Connect with Heidi at Successfuldyslexiatutoring.com or on Linked in.

References 

• International Dyslexia Association. (2019). Dyslexia Handbook: What Every Family Should Know.
  

• Shaywitz, S. (2003). Overcoming Dyslexia. Alfred A. Knopf.
  

• Shaywitz, B. A., et al. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry.
  

• Eden, G. F., et al. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron.
  

• Snowling, M. J., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders.
  

• Yale Center for Dyslexia & Creativity. Research on dyslexia, learning profiles, and long-term outcomes.