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Reyaana, a cheerful and curious nine-year-old, loved stories and could speak confidently about many topics. Yet, each time she was asked to read aloud in class, she froze. Words seemed to blur on the page, spelling tests brought tears, and homework became a daily struggle. Teachers assumed she was careless, while at home, her parents worried she was not putting in enough effort. An assessment later revealed the truth – Reyaana had dyslexia.

Like many children, her challenges were not due to a lack of intelligence or effort, but because her brain processes written language differently.

Dyslexia is a specific learning difficulty that affects mostly reading, spelling, and writing. It does not reflect a child’s intelligence or potential. Many children with dyslexia are imaginative, observant, and capable problem-solvers. However, as most academic systems rely heavily on reading and writing, these students often face challenges that are not immediately understood.

In the classroom, signs may include slow or hesitant reading, difficulty decoding words, frequent spelling errors despite practice, and trouble organising thoughts in written work. Tasks such as copying from the board or completing assignments within time limits can feel overwhelming. At home, this may appear as frustration, avoidance of reading or writing, and emotional distress. Over time, repeated struggles can affect a child’s self-esteem, especially when their efforts go unrecognised.

Early identification plays a crucial role. Indicators may include:

• Delayed reading development
• Difficulty connecting letters with sounds
• Difficulty remembering letter sounds
• Persistent spelling errors
• Avoidance of reading aloud
• Trouble remembering sequences such as the alphabet, days or instructions.

When such patterns are noticed, an assessment by trained professionals – educational psychologists, special educators, or therapists – can provide clarity and direction. With the right support, children with dyslexia can learn effectively and regain confidence. Structured remedial programs, multisensory approaches, and individualised teaching strategies allow children to learn at their own pace. Equally important is emotional support, as many children may carry feelings of frustration or self-doubt. Therapy often becomes a space where children not only learn differently, but also begin to see themselves differently.

Families and schools play a vital role in this journey. Small, thoughtful adjustments – such as allowing extra time, using visual aids or audiobooks, and focusing on effort rather than marks – can make a meaningful difference. It is important to acknowledge and accept that specific learning difficulties exist.

A gentle recommendation for parents and educators: Stories can be powerful in building awareness and empathy. The book, Abled Tales, is a meaningful resource that brings learning differences to life through relatable narratives, helping both adults and children understand that every learner’s journey is unique and deserving of support.

In therapeutic work, one often witnesses a quiet transformation when a child begins to understand their own learning style. The moment they realise that they are not “less capable,” but simply learn differently, their confidence begins to return. Equally significant is the shift in adults – when frustration gives way to understanding, and pressure is replaced with patience.

A young boy once shared, “I am not smart like the others… I think I am stupid.” Yet he was curious and expressive in conversation. Reading and numbers had become sources of anxiety, and schoolwork often ended in tears. An assessment revealed dyslexia along with dyscalculia. With structured support, multisensory learning, and encouragement from both school and home, his relationship with learning began to change. One day, he smiled and said, “I think my brain is different. It is learning differently.” That realisation marked a turning point – not just for him, but for everyone around him.

Dyslexia may also co-exist with other learning differences. Dysgraphia affects writing skills, dyscalculia impacts understanding of numbers, and dyspraxia affects coordination and motor planning. These are not limitations, but indicators that a child may benefit from specialised support.

Dyslexia is not a barrier to success. Many individuals across creative, scientific, and entrepreneurial fields have thrived with it. What made the difference was early understanding, timely intervention, and consistent encouragement.

The task before us – as parents, educators and professionals – is not merely to correct difficulties, but to ensure that each child has the opportunity to learn in a way that suits them best. A child with dyslexia is not a child who cannot learn; it is a child who needs the right pathway. With awareness and support, the journey can shift – from frustration to confidence, from self-doubt to self-belief.

[Kashmira Kakalia is a Special Educator and Therapist who works with all age groups- children, adults, senior citizens and families. Through her work, she supports individuals facing learning and emotional challenges and advocates for greater awareness around mental health and learning differences.]