I’ve fought for years to say dyslexia out loud because there’s real power in knowing why reading is hard. When my son finally got that label, it changed everything for him and for us. He could finally understand why his brain was struggling to learn to read, and that understanding gave him relief instead of shame. It gave us direction. It gave him confidence.
When a child doesn’t know what’s going on, they start to make sense of it in their own way. They might think, “I’m dumb,” or “I’m just not a reader.” And before long, those ideas start to stick. It’s not just the kids, either, other people start creating labels for them too. The word dyslexia replaces all that confusion with clarity. It helps kids understand that they aren’t broken. Their brains just learn differently.
A Label Is a Starting Point
A label isn’t a bad thing. It’s a starting point. It’s a tool that tells us what kind of teaching and support a child needs. When we name dyslexia, we know to look for structured literacy, explicit phonics, multi-sensory learning, and teachers who understand how to help. It gives families a way to advocate for what actually works instead of guessing or hoping someone figures it out.
When we say dyslexia, it changes how schools respond. It tells educators that this is a language-based, brain-based learning difference that needs targeted instruction, not just more of the same or more pressure to “try harder.” It opens the door to services, fair access, and progress that can actually be measured. And maybe most importantly, it gives kids the words to say, “This is how I learn, and here’s what helps me.”
Why Saying Dyslexia Matters in Schools
Too many schools still avoid the word dyslexia. They stick with terms like “specific learning disability in reading.” Sure, that qualifies a student for support, but it doesn’t explain why they’re struggling or guide teachers toward what actually helps.
That’s why the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) released its Dear Colleague Letter back in 2015. It made something very clear: schools may and should use the words dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility decisions, and IEPs when appropriate. Using those terms helps make sure instruction and supports are matched to what research shows is effective.
When schools name dyslexia, they can:
Provide structured literacy that teaches decoding, phonology, and spelling step by step.
Track progress in the right areas, like word reading and decoding, instead of broad comprehension tests.
Offer the right accommodations, like text-to-speech or extra time on tests, that actually make learning accessible.
Give teachers the training and understanding they need to respond to what’s really happening in a child’s brain.
Saying dyslexia isn’t about labeling kids for life. It’s about giving them a fair shot. It’s about giving families and teachers a common language so that kids don’t get lost in the system.
The Power of Naming
Labels can feel heavy, but silence is heavier. When we name dyslexia, we give kids the chance to understand themselves before the world tells them who they are. Knowing why something is hard doesn’t make it worse, it makes it manageable. It gives you a place to start and a path forward.
When I hear my son say, “I have dyslexia,” he’s not defeated. He’s informed. He knows what he needs, and he’s not afraid to ask for it. Every child deserves the right to understand their own story and the tools to succeed in it.
So yes, say dyslexia. Say it clearly and without hesitation. Because once we understand the why, we can finally do something about the how.