Why Spelling Doesn’t Define Intelligence (and Other Myths About Dyslexia)
At The Neurodiversity Alliance, we’re passionate about dyslexia advocacy and helping schools build more inclusive classrooms where neurodivergent students can thrive. One of the most harmful myths in education is that spelling ability reflects intelligence. It doesn’t. In fact, this misconception can profoundly affect a child’s confidence and delay access to the support they deserve.
Let’s set the record straight: spelling is a skill, not a measure of intelligence.
Myth 1: Poor Spelling = Low Intelligence
Dyslexia and intelligence are not connected. Many neurodivergent individuals with dyslexia are bright, creative, and capable learners who simply process written language differently.
The International Dyslexia Association (IDA) explains that “Dyslexia and intelligence are NOT connected. Many dyslexic individuals are very bright and creative” (DyslexiaHelp, n.d.). Research from the 95 Percent Group (2023) supports this too, showing that students with dyslexia typically have average to above-average intelligence. These experiences aren’t just data points. They’re lived realities for students who have to work twice as hard to be seen for their intelligence.
The following student reflections from ND Alliance participants have been lightly edited for clarity.
“When I was really young, I struggled to read. I remember not being allowed to pick certain books because teachers said they weren’t at my level. It was discouraging. But I kept working with tutors every day, and by middle school, I realized I was just as capable, even better, than my peers. Now, I look for ways to give back and support others.”
Sean B., ND Alliance Student Ambassador
Myth 2: Struggling Spellers Just Need to Try Harder
Because spelling mistakes are so visible, people often assume carelessness or lack of effort. In reality, dyslexia is not a vision or motivation problem—it’s a language-based processing difference.
All About Learning Press (n.d.) explains, dyslexia “is not about seeing letters backward; it’s about the way the brain processes language.” Dyslexic students don’t need to “try harder.” They need educators who understand how they learn best, and the confidence that comes with being supported, not shamed.
Myth 3: Dyslexia Means Seeing Letters Backward
The stereotype that dyslexic learners “see things backward” has lingered for decades. While letter reversals (like b/d confusion) can appear in early literacy, they are not the hallmark of dyslexia.
The American Psychological Association (APA, 2022) clarifies that dyslexia “is a language-based learning difference, not a visual one.” True dyslexia involves difficulties in phonological awareness, decoding, and word recognition—not eyesight.
Myth 4: There’s Nothing You Can Do
Here’s the truth: dyslexia is lifelong, but its impact can be dramatically reduced with the proper intervention. The IDA emphasizes that early, structured literacy intervention significantly improves outcomes (DyslexiaHelp, n.d.). And as the McLean School (2023) notes, “With strategic instruction, supportive technology, and an informed environment, students with dyslexia can thrive academically and emotionally.”
Dyslexia therapy—particularly multisensory, structured literacy delivered by a highly trained Orton Gillingham professional—literally helps rewire the brain. Through targeted, multisensory, and sequential instruction, therapy strengthens the neural pathways responsible for phonological processing and automatic word recognition, allowing reading and spelling to become more efficient and fluent over time. Functional MRI studies show that with proper intervention, brain activation patterns in readers with dyslexia begin to resemble those of typical readers—proof that the brain is remarkably capable of change. Early identification and intervention make a life-changing difference — but so does community and self-understanding.
“I wasn’t diagnosed until I was 16, partially because my parents didn’t understand what that would mean. They thought getting me diagnosed would ‘other’ me or hold me back. But getting that diagnosis — I always say it was the best thing that ever happened to me. Once I finally understood my brain and how I learn, I was able to embrace my education and chase my dreams. Now I’m majoring in biomedical engineering and hope to earn a master’s in prosthetics engineering and neurodiversity studies.”
Avari B, ND Alliance Student Ambassador
Building a Better Narrative: Advancing Dyslexia Advocacy and Inclusion
So what can we do instead? To create inclusive schools that truly support neurodivergent students, we must focus on understanding, empowerment, and access.
- Emphasize Strengths, Not Deficits: Celebrate creativity, big-picture thinking, and problem-solving—all strengths common in people with dyslexia.
- Use Evidence-Based Instruction: Explicit, systematic, multisensory approaches based on structured literacy/Orton-Gillingham have decades of research support.
- Normalize Accommodations: Spell-check, speech-to-text, and audio supports aren’t “cheating.” They allow students to show what they know while continuing to strengthen underlying literacy skills.
- Empower Self-Advocacy: When a child understands why spelling is hard for them, shame diminishes and self-confidence grows. “I’m dyslexic” can become a statement of identity, not inadequacy.
The Takeaway
When we teach kids that spelling doesn’t define intelligence, we do more than correct a myth—we rewrite the story they tell themselves. We remind them that their minds are capable, creative, and wired for success.
Dyslexia is not a limitation; it’s simply a different way of processing the world. Spelling is just one skill. Intelligence? That’s infinite.
Together, we can build a future of inclusive schools and inclusive classrooms where every student — especially neurodivergent youth is seen for their strengths, not their struggles. Learn more and get involved at theNDAlliance.org.
Author/Submitted by: Dyslexia On Demand www.dyslexiaondemand.com
References
All About Learning Press. (n.d.). What dyslexia is not: Myths and misconceptions about dyslexia. Retrieved October 21, 2025, from https://www.allaboutlearningpress.com/blog/what-dyslexia-is-not/
American Psychological Association. (2022, October 19). Speaking of psychology: Myths about dyslexia. APA Podcasts. https://www.apa.org/news/podcasts/speaking-of-psychology/dyslexia-myths
DyslexiaHelp. (n.d.). Debunking the myths about dyslexia. University of Michigan. https://dyslexiahelp.umich.edu/parents/learn-about-dyslexia/what-is-dyslexia/debunking-common-myths-about-dyslexia/
DyslexiaHelp. (n.d.). Dyslexia myths and facts. University of Michigan. https://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/dyslexia-myths-and-facts/
McLean School. (2023, May 5). Dyslexia: Common myths and misconceptions.https://www.mcleanschool.org/dyslexia-common-myths-and-misconceptions/
Ninety-Five Percent Group. (2023, August 14). 15 common myths about dyslexia debunked. https://www.95percentgroup.com/insights/15-common-myths-about-dyslexia-debunked/
Truth About Dyslexia. (2024, February 12). The spelling myth. https://truthaboutdyslexia.com/blogs/podcast/my-dyslexic-life-the-spelling-myth