Dyslexia isn’t one-size-fits-all, it comes in different forms, and each can affect reading, writing, or spelling in unique ways. This can make it tricky to recognise, but once we understand how the brain reads words, it becomes a lot clearer.
Let’s start with a quick look at how our brain processes written words.
The Dual Route Model of Reading
When we read, our brain takes two main “routes” to make sense of words:
1. The Non-Lexical Route – Sounding Out Words
This is the route we use when we first learn to read. We “sound out” each letter or group of letters (graphemes) to figure out the word.
For example:
-
home → /h/ /o/ /m/
-
broom → /b/ /r/ /oo/ /m/
We’re essentially using phonics to read new or unfamiliar words.
2. The Lexical Route – Recognising Words Instantly
As we get more experienced, we start to recognise words without needing to sound them out.
Our brain stores what a word looks like and how it sounds — a bit like a mental dictionary.
This route helps us read tricky words that don’t follow the normal rules, such as:
-
yacht
-
come
Both routes work together to make reading smooth and automatic.
Phonological Dyslexia
Children with Phonological Dyslexia find it difficult to sound out new or unfamiliar words. This means the non-lexical route isn’t working as efficiently.
They might:
-
Struggle with words that need to be sounded out (e.g., broom, home).
-
Rely heavily on memory to recognise whole words.
-
Read irregular words (like yacht or come) better than regular ones.
Teachers often notice this early in primary school. These children might seem to memorise words rather than use phonics.
A common way to identify phonological dyslexia is through non-word reading tasks. For instance, a child might be asked to read the made-up word “zood” (rhymes with mood). If they can’t, it may show that sounding out skills are the main challenge.
Surface Dyslexia
Children with Surface Dyslexia have the opposite difficulty. They can sound out regular words easily but struggle with irregular words that break phonetic rules.
For example:
-
They might read yacht as yatch-ed or come as comb.
This happens because they rely too much on sounding words out (the non-lexical route) and have trouble remembering how irregular words are pronounced (the lexical route).
Surface dyslexia often becomes noticeable later in primary school when children encounter more complex and irregular spelling patterns. Some researchers believe this form may be linked to memory difficulties, as it depends on remembering how words look and sound.
The Takeaway
Every child’s reading journey is different.
Understanding how they read, and which route they rely on, helps us support them more effectively. Whether a child struggles to sound out words or to recognise irregular ones, early, targeted support can make a world of difference.
At BrainJams, we use evidence-based strategies to strengthen both reading routes, helping children build confidence and independence in reading and writing.
Author: Thomas Hourn
References
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295X.108.1.204
Friedmann, N., & Lukov, L. (2008). Developmental surface dyslexias. Cortex, 44(9), 1146–1160. https://doi.org/10.1016/j.cortex.2007.09.005
Lefèvre, E., Cavalli, E., Colé, P. et al. Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis. Ann. of Dyslexia 73, 260–287 (2023). https://doi.org/10.1007/s11881-022-00277-x
Wang, H. C., Nickels, L., & Castles, A. (2015). Orthographic learning in developmental surface and phonological dyslexia. Cognitive Neuropsychology, 32(2), 58–79. https://doi.org/10.1080/02643294.2014.1003536
Wybrow, D. P., & Hanley, R. J. (2015). Surface developmental dyslexia is as prevalent as phonological dyslexia when appropriate control groups are employed. Cognitive Neuropsychology, 32(1), 1–13. https://doi.org/10.1080/02643294.2014.998185