We’ve already seen how poor teaching methods—whether Whole Word or phonics—can leave children confused about the very basics of reading. But what happens when decoding looks fine, yet comprehension falters? Too often, the label “dyslexia” is applied without asking the harder question: is the real issue fluency, or language itself?
Revisiting the 2011 Case Study
Back in 2011, I published a post on Luqman’s Dyslexia Blog that challenged a widespread assumption: that reading comprehension difficulties are automatically a “symptom of dyslexia.”
I shared the case of a 19‑year‑old student suspected of dyslexia because of poor memory. He could read fluently—even simple stories like The Proud Swan—yet he struggled to retell the narrative or explain words such as swan, proud, hunter, or dives.
When the same story was presented in Romanized Mandarin, however, his comprehension was flawless. He retold the story with ease. The conclusion was clear: the problem was not dyslexia or memory, but limited English vocabulary. This case became a cautionary tale against uncritically accepting “expert” claims that dyslexia itself causes comprehension problems.
Two Pathways to Comprehension Struggles
The post emphasized that comprehension difficulties usually arise from one of two sources:
Word recognition difficulties → Hesitant, labored reading consumes cognitive energy, leaving little capacity for understanding.
Language difficulties → Limited vocabulary or language gaps block meaning, even when reading is fluent.
This distinction remains vital today. Many children labeled “dyslexic” in English succeed in other languages, suggesting that instructional methods—not innate deficits—often drive these struggles.
Reader Reflections (2011 and Beyond)
The comments on that post added valuable nuance:
Sarah (speech and language pathologist): Her son understood stories far better when they were read aloud. She attributed this to his hesitant reading caused by dyslexia.
I clarified that comprehension issues often stem from decoding effort, not a true comprehension deficit. If understanding is strong when listening, the root problem is word recognition.
Lesley: Her son reached a “critical reading speed” after intensive remediation. Comprehension improved dramatically, even though oral reading errors persisted. She noted that teachers sometimes dismiss dyslexia when comprehension looks strong, overlooking related issues like writing or organization.
Together, these exchanges reinforced a key insight: comprehension often improves once reading becomes automatic.
What We Know in 2026
Fifteen years later, research supports these distinctions:
Decoding demands drain cognitive resources, creating the “hesitant reading” effect.
Vocabulary and background knowledge remain essential for comprehension.
Early systematic phonics accelerates fluency, reducing secondary comprehension gaps.
Structured Literacy and early identification reduce the need for later intensive remediation.
Why This Still Matters
My 2011 post was ahead of its time in questioning oversimplified links between dyslexia and comprehension. It stressed two pillars—vocabulary and fluency—that remain central to effective instruction.
Today’s consensus echoes those themes: evidence‑based, targeted teaching can transform outcomes. For parents, educators, and learners, the focus should be on:
Explicit phonics instruction
Systematic vocabulary building
Labels matter less than methods. Many reading struggles in English reflect mismatched instruction rather than fixed disabilities—a provocative but still valuable perspective in 2026.
This case study shows that comprehension struggles are not automatically “a problem of dyslexia.” They often trace back to decoding effort or vocabulary gaps. In my next post, I’ll examine how experts misrepresent vocabulary and fluency, and why these omissions continue to mislead parents, teachers, and policymakers. The evidence suggests that what we call “dyslexia” may often be an instructional mismatch rather than a fixed disability—and that’s where the real reform must begin.
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