Dyslexia is one of the most widely recognised learning differences, yet it’s still deeply misunderstood. Often thought of as simply “mixing up letters” or “struggling to read,” the truth is far more fascinating. Dyslexia isn’t about intelligence or effort — it’s about the structure and function of the brain.
By exploring the neurological foundations of dyslexia, we can better understand what’s happening under the surface, move away from outdated stereotypes, and start supporting people with dyslexia in more informed and empowering ways.
The Dyslexic Brain: Built Differently, Not Defectively
People with dyslexia have brains that are fundamentally wired in a different way. This isn’t just a metaphor — brain imaging studies, particularly fMRI scans, have revealed measurable structural and functional differences.
Key research has shown that dyslexic individuals tend to show:
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Less activation in the left hemisphere regions responsible for language processing
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More reliance on areas in the right hemisphere and frontal lobes
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Differences in grey matter volume in language-associated regions like the left temporal lobe
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Slower or disrupted connections between different parts of the brain responsible for decoding written language
These differences don’t mean something is “wrong” with the brain — they simply indicate that dyslexic people process written and spoken language differently.
The Main Brain Regions Involved
Let’s take a closer look at the specific parts of the brain that play a role in reading and language, and how these function differently in a dyslexic brain:
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Broca’s Area (Left Frontal Lobe)
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Associated with speech production and articulation.
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In dyslexia, this area may be overactive as it tries to compensate for underactivity elsewhere.
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Wernicke’s Area (Left Temporal Lobe)
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Responsible for understanding written and spoken language.
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Shows reduced activation in dyslexic brains, which contributes to difficulty with comprehension.
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Angular and Supramarginal Gyri (Parietal Lobe)
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Help with decoding words and phonological processing.
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Dyslexic individuals may show less activation here, affecting their ability to break words into sounds.
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Occipitotemporal Area (Visual Word Form Area)
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Essential for recognising familiar written words quickly and automatically.
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Often underactive in dyslexia, leading to slower reading speeds and difficulty recognising words at a glance.
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Right Hemisphere Compensatory Activation
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Many dyslexic individuals rely more heavily on the right hemisphere, especially for visual and spatial reasoning.
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This shift helps with creativity and problem-solving but doesn’t always make up for challenges in reading.
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What Do These Differences Mean in Practice?
These neurological differences impact how dyslexic people process information, especially when it comes to written language. But it’s not just about reading, the effects are broader and can touch every part of someone’s work or academic life.
Here’s how these brain differences show up:
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Reading speed is slower – not because of laziness, but because the brain takes a different (and less efficient) pathway to decode language.
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Spelling is inconsistent – the brain has trouble connecting sounds to letters, so spelling may vary even within the same paragraph.
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Note-taking is hard – processing spoken information while also writing it down can overload working memory.
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Written expression may not reflect verbal ability – many dyslexic people are articulate in conversation but struggle to translate those thoughts to paper.
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Directionality is confusing – the brain may struggle to distinguish left from right or interpret mirrored symbols, especially in younger children.
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Focus can be drained quickly – decoding language takes a lot of cognitive effort, leaving less energy for comprehension or retention.
The Strengths Dyslexic People Have
While many conversations about dyslexia focus on what’s hard, we can’t ignore the incredible strengths that often come with this different brain wiring.
Thanks to their right brain dominance and enhanced visual spatial skills, many dyslexic people excel in areas like:
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Big-picture thinking — seeing patterns and connections others miss
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Problem-solving — approaching challenges from new and creative angles
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3D reasoning — useful in engineering, architecture, and design
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Storytelling and narrative thinking — many dyslexic individuals are highly imaginative
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Empathy and emotional intelligence — possibly because they’ve had to learn alternative communication strategies
Many of the world’s most creative minds, from Agatha Christie to Steve Jobs and Richard Branson have spoken publicly about their experiences with dyslexia.
It’s Not About Intelligence
This point bears repeating: dyslexia has nothing to do with intelligence. In fact, the discrepancy between verbal understanding and reading ability is often what flags a potential diagnosis in the first place.
You could have someone who understands complex ideas, loves learning, and contributes great insights, but who avoids reading or struggles to produce written work. Without support, this mismatch can lead to low self-esteem, anxiety, and feeling misunderstood.
Rethinking Support: It’s Not Just About Reading Lessons
Once we understand how a dyslexic brain works, it becomes clear that support shouldn’t just be about teaching phonics or giving extra time in exams. We need a holistic, brain-informed approach.
That means:
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Allowing students or employees to use text-to-speech softwares or use audiobooks
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Giving instructions both verbally and visually e.g. through flow diagrams or colour coded information
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Breaking tasks into manageable steps
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Using diagrams, mind maps, and visuals
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Letting people show knowledge in different formats, not just written ones
- Allowing them to use notetakers or transcriptions in meetings
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Creating environments where different ways of thinking are welcomed, not penalised
- Sending them materials or slides in advance to process
Why Understanding the Brain Matters
When we understand the neuroscience behind dyslexia, everything changes. It shifts the conversation from blame to biology. It helps teachers, managers, and colleagues see that dyslexic individuals aren’t trying less, they’re working harder, just on a different path.
It also gives dyslexic individuals language to explain what they’re experiencing, and the confidence to ask for what they need.
Final Thoughts
Dyslexia is not a deficit. It’s a different way of processing language, deeply rooted in the structure and function of the brain. Once we move past the surface-level symptoms and understand the science, we can create a world that values and supports the full spectrum of human brains.
Whether you’re a teacher, a parent, a manager, or simply someone who wants to know more, understanding the dyslexic brain is the first step in making a meaningful difference.