Supporting Dyslexia Effectively: Rewiring the Brain Using Cognitive Research
- Thinkable Learning Centre
- Apr 20
- 5 min read
Living and working with dyslexia can sometimes feel like navigating a maze without a map. But what if I told you that with the right strategies, dyslexia is not a barrier to succeeding?
Today, I want to share some practical insights and tips on supporting dyslexia effectively. Whether you’re an adult managing a team or your child has been diagnosed with dyslexia, there are effective ways to help improve your learning and performance.
The brain is far more adaptable than we once believed. We've learned that children and adults with dyslexia can build strong skills over time, despite initial cognitive weaknesses. Let’s break down what’s happening in a simple, practical way—and what it means for your (or your child’s!) learning journey.
What's the latest in dyslexia research?
Dyslexia is a hot topic in academic research lately! Recent research from scientists at MIT suggests that people with dyslexia may process information a little differently because their brains don't adapt to repeated information as easily. There are also overlapping differences in attention and focus for many, regardless of whether it rises to the level of ADD or ADHD.
The bottom line is that our brains are constantly growing and changing as we learn new things and have new experiences. This ability to change is called brain plasticity. You can think of it like soft clay -- something that can be shaped and reshaped over time in response to functional needs and stresses as new connections are formed.
Inside the brain are tiny cells called neurons. These cells work together, passing messages-almost like a line of dominoes. For example, if you touch something hot, your brain quickly sends a message to your hand to pull away.
When researchers compared brain scans of people with and without dyslexia, they noticed an interesting difference. For individuals with dyslexia, the brain didn't "recognize" repeated information as efficiently. Even if they had seen something before, their brain often processed it as if it were new. There were even differences detected in the eyes and in vision.
So what does all of this mean?
It may help explain why people with dyslexia literally see things differently. It may also explain why repetition (whether it's recognizing faces, remembering words, or practicing reading) can sometimes be more challenging. Skills that rely on remembering and reusing information, like reading, can take more time to develop. Reading, in particular, depends on the brain connecting letters to sounds and blending those sounds into words, which requires flexible and efficient brain connections.
This is also why methods that aim to improve dyslexia rely heavily on memorization alone may not work as well for children with dyslexia. Another approach that never works: telling people with dyslexia to just read more.
People with dyslexia (and those with symptoms of dyslexia) often benefit from structured, step-by-step approaches that build strong connections in the brain over time.
The good news is that the brain is always capable of change and growth, no matter your age. With the right kind of support and teaching methods, adults and children with dyslexia can strengthen these connections and improve their reading and learning skills. So whether it's an early intervention to use brain training OR you never got a diagnosis and live with all the struggles... brain training can be an excellent way to address the root cause of your cognitive challenges.
Why Small Wins Matter More Than You Think
You may have heard the phrase, “practice makes perfect,” but when it comes to the brain, it’s really about successful practice.
Practice more often makes permanent, so it's important to build in the right direction with accuracy. Every time you (or your child) correctly identifies a sound or reads a word, specific pathways in their brain are activated. When those moments of success happen again and again, those pathways get stronger and faster—almost like a trail turning into a well-paved road.
For people with dyslexia, these connections don’t form as easily at first. That’s why early success is so important. Starting with tasks that feel manageable (even easy) helps build confidence and strengthens the right brain connections. So if it feels like your child is repeating simple skills—good. That repetition is doing important work behind the scenes.
The “Just Right” Challenge
Learning works best when it’s not too easy and not too overwhelming.
For children, there’s a sweet spot where they can succeed with a bit of support. In education, this is often called the “just right” level. When teaching stays in this zone, children feel capable and motivated instead of frustrated. For a child with dyslexia, this usually means:
Starting with foundational skills like recognizing sounds in words
Practicing how sounds connect to letters
Only moving forward once those basics feel solid
It can be tempting to push ahead quickly, especially when you’re eager to see progress. But skipping steps often leads to confusion and discouragement. Trust the process and build on your current successes and let the brain "connect the dots". Steady, supported progress builds both skill and confidence.
How Practice Actually Changes the Brain
Inside the brain, there are networks that help different regions communicate with each other. Think of them like highways carrying information.
In children with dyslexia, some of these “highways”—especially the ones involved in reading—are less developed. This can make reading feel slow and effortful.
Here’s the hopeful part: those pathways can be strengthened.
With consistent, successful practice, the brain builds stronger neural connections. Over time, reading can become more automatic and less tiring. This isn’t just about learning—it’s about supporting and fostering actual physical change in the brain. The way we practice matters to the competancy we want to achieve, so consistency is key and the way you navigate the journey is how you achieve the destination. That's why brain training works!
What You Can Do at Home
The great news is that you don’t need to be a neurocognitive specialist or a dyslexia expert to make a meaningful difference.
A few key approaches go a long way:
1. Celebrate small wins
Even tiny steps forward matter. Each success helps build your child’s reading brain.
2. Focus on structured, explicit learning
Step-by-step approaches that build from simple to complex are especially helpful. Orton-Gillingham can be excellent, but using a similar approach simultaneous to brain training (which is what we do at Thinkable!) is often even more powerful with better outcomes
3. Take your time with the basics
Strong early skills in sounds and letters make everything else easier later on. It might seem repetitive, but that’s exactly what helps the brain grow stronger connections. The research has taught us that a strong foundation in phonics must precede reading fluency and comprehension.
4. Don’t be tempted to rush complexity!
It's much better to advocate for more opportunities to practice. The goal isn't just exposure. Repetition is the part of the approach that can be brain-building, if the program is structured correctly. Simple repetition is less effective in dyslexia, but the intensity of the appropriate brain training method changes that.
A Final Thought
Progress with dyslexia doesn’t usually happen overnight—but it does happen.
With patience, the right level of challenge, and lots of supported practice, you’re doing more than helping your child read. You’re helping their brain build the connections it needs for lifelong learning. And that’s something truly worth investing in.
With a solid support system at home and an evidence-based, research backed brain training program to address the specific cognitive weaknesses associated with your dyslexic learner, it's a recipe for success - not just in school, but in work and in life.
References:
Exploring brain plasticity in developmental dyslexia through implicit sequence learning
Learning Disabilities Research: https://www.gibsonresearchinstitute.org/publications/learning-disabilities/
Trafton, A. (2016, August 8). Study finds brain connections key to reading. Retrieved from http://news.mit.edu/2016/brain-connections-key-reading-0808
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