Dyslexia is often misunderstood and is used as a catch-all term for reading disorders. However, other lesser-known reading disorders often mimic dyslexia, such as Specific Reading Comprehension Deficits (S-RCD). While people with dyslexia struggle to sound out words and often confuse letters, people with S-RCD can decode words but struggle to understand what they read. In an interview, celebrity Jennifer Aniston shared that she grew up believing she was stupid, revealing that she was finally diagnosed with dyslexia at age 20. Other celebrities such as Whoopi Goldberg and Tom Cruise also revealed they were diagnosed with dyslexia. It is very common for dyslexia not to be discovered until adulthood; therefore, people grow up with low self-esteem thinking they aren’t smart and that something is wrong with them. Yet according to the U.S. National Library of Medicine , there’s no correlation between dyslexia and intelligence. Many people diagnosed with this disorder have normal or above-average intelligence. S-RCD often goes undiagnosed until it becomes an unavoidable problem. According to Neuroscience News , “Neuroimaging of children showed that the brain function of those with S-RCD while reading is quite different and distinct from those with dyslexia. Those with dyslexia exhibited abnormalities in a specific region in the occipital-temporal cortex, a part of the brain that is associated with successfully recognizing words on a page.” A few months ago, the Mississippi Board of Education notified 5,612 third grade students that they failed to pass the reading test that would allow them to enter the fourth grade. While some deemed the test unfair, Governor Bryant believes that taking a tough stance is the best course of action in the long run, crediting his own fourth grade teacher with discovering that his reading disability was caused by dyslexia, and helping him overcome it. “Repeating the third grade was the best thing that ever happened to me,” the governor said. Because of its prominence in the news, dyslexia often overshadows other reading disorders. In schools, it is necessary to break down reading disabilities, or learning disabilities in general, and match the disability with intervention strategies to assist the student. Once the underlying causes of reading disabilities are understood, school personnel can use their knowledge to help students understand their strengths and weaknesses regarding reading and language. What do you think? PAR wants to hear from you, so leave a comment and join the conversation!