"Real" Dyslexia or just Dyslexia Symptoms?

(This article was originally published by SEN Magazine in October 2025.)

Reading comprehension is nothing short of a miracle. It opens a magical gateway to the realm of imagination while helping individuals understand the world, learn, and navigate life independently. To achieve this miracle, our sensory organs—primarily the visual system, the vestibular system, the auditory system, and even the elusive proprioceptive system that perceives the relative position of body parts—must work in harmony. Not only with each other but also with the billions of neurons in the nervous system.

At times, something may be missing from this intricate system, making it difficult, challenging, or even nearly impossible to acquire reading skills. As a result, a door closes before a child—one that could have led to fascinating adventures, thrilling discoveries, or simply a crucial way to understand the world. Naturally, those who do not learn to read fluently will face difficulties with everyday tasks, such as understanding a contract, following an instruction manual, or comprehending a simple newspaper article.

For older children, reading is not only magical but also a source of wisdom—a window to the past, a mirror to the present, and a compass to the future. Hidden between the lines are answers to the questions that shape their thoughts, awaken their empathy, and strengthen their sense of self. Reading is a treasure that enriches the soul and a lifelong companion that accompanies individuals through every stage of life. Therefore, it is crucial to make every effort to ensure that children learn to read.

Unfortunately, in some cases, solutions to reading difficulties—if solutions exist at all—are highly specialized. However, in many other cases, reading difficulties, reading disorders, or dyslexia-related symptoms can be addressed relatively simply.

Why Is It Important to Differentiate Between Actual Dyslexia and Dyslexia Symptoms?

The Significance of Understanding Dyslexia’s Origins

Dyslexia is not merely a general reading difficulty but a condition associated with complex neurological differences, stemming from structural and functional variations in specific brain regions. MRI-based research suggests that dyslexic children may exhibit altered activity in left-hemisphere regions responsible for language processing, as well as reduced gray matter volume and differences in white matter connectivity.

However, reading difficulties are not always caused by organic (neurological) problems. In many cases, environmental factors or an immature nervous system—often signaled by the persistence of primitive reflexes—underlie dyslexia-like symptoms. Identifying and distinguishing these causes is essential to selecting the appropriate intervention strategies.

The Role of Primitive Reflexes in Dyslexia Symptoms

Certain primitive reflexes, which should naturally become inhibited during infancy or early childhood, may persist beyond their appropriate developmental phase. These retained reflexes indicate that the cerebral cortex has not yet fully matured and failed to suppress primitive reflex activity. A mature cortex produces neurotransmitters that naturally inhibit primitive reflexes as development progresses.

For example, the Asymmetrical Tonic Neck Reflex (ATNR) can interfere with tracking lines of text, as its activation causes head rotation to influence eye movement. The Tonic Labyrinthine Reflex (TLR) can affect balance and posture control, making it difficult to concentrate while sitting, such as during reading or writing tasks. The Moro reflex, responsible for early-life startle responses, may contribute to anxiety and attention deficits. The Symmetrical Tonic Neck Reflex (STNR) can hinder postural control and the processing of visual stimuli, both of which are crucial for reading. These reflexes are frequently present in children exhibiting dyslexia symptoms, yet their difficulties do not necessarily stem from true, organic dyslexia.

Immature Nervous System and Its Impact on Symptoms

From the above, it becomes clear that reading difficulties often stem from an immature nervous system, which does not equate to a formal dyslexia diagnosis but instead produces dyslexia-like symptoms.

Nervous system development varies from child to child, and some children's sensorimotor functions may take longer to reach the level necessary for coordinated reading and writing. If primitive reflexes persist, they not only signal nervous system immaturity but may also hinder the development of voluntary fine motor control. This affects the ability to shape and recognize letters, as well as the precise functioning of sensory systems needed for reading. Consequently, assessing the presence of primitive reflexes and overall nervous system maturity should be an integral part of understanding reading difficulties.

The Importance of Accurate Diagnosis and Targeted Intervention

Diagnosing true dyslexia requires a thorough analysis of structural and functional brain differences, including MRI findings and behavioral symptoms. In children who do not show such neurological anomalies but exhibit dyslexia-like symptoms—such as letter reversals, difficulty navigating text, or an aversion to reading—it is crucial to consider nervous system immaturity. In these cases, interventions should focus on promoting nervous system development through reflex integration exercises, sensorimotor training, or targeted developmental programs.

Accurate diagnosis is essential because it ensures that affected children receive the most appropriate and effective support, helping them improve their reading and learning abilities.

Why Is This Important?

Reading Is Fundamental for Knowledge Acquisition and Learning

Reading is one of the most critical skills enabling children to access knowledge about the world. In school, nearly all subjects—from science to history—rely on reading comprehension. A child who does not develop fluent reading skills and struggles with understanding texts will face significant academic disadvantages. Without strong reading skills, they will struggle to absorb new information, ultimately affecting their school performance and self-confidence. Reading proficiency is, therefore, the foundation of lifelong learning.

Reading Is Essential in Everyday Life

Reading is not only crucial in school but also in daily life. A child who reads well and understands what they read can follow instructions, interpret information, or even bake a cake by reading a recipe. Reading fosters independence, allowing children to navigate situations that require processing written information on their own. Beyond that, reading provides entertainment and relaxation, stimulating and enriching the imagination. It also offers solutions for many small and significant life challenges.

Reading Enhances Cognitive and Social Skills

Reading does not only expand knowledge and enrich emotional experiences—it also develops thinking and problem-solving skills. Through reading comprehension, children learn to recognize connections, draw conclusions, and integrate new knowledge with what they already know. Furthermore, reading fosters empathy, as stories allow children to understand the emotions and thoughts of others. Thus, reading is not only an intellectual pursuit but also an emotional one, preparing children to better comprehend and navigate the world around them.

Conclusion

Parents and educators must recognize that not all reading difficulties indicate true dyslexia. In many cases, nervous system immaturity is the underlying issue, which can be addressed through appropriate developmental support. By implementing daily exercises that inhibit primitive reflexes and promote nervous system maturation, they can actively help children gain confidence in mastering the magic of reading.

On my website you can find a video package of exercises specifically designed for Dyslexia.

Additionally, my book Rewiring the Brain - The Stephens-Sarlós Program contains a chapter on Dyslexia containing appropriate reflex integration exercises starting on page 263.

A Stephens-Sarlós Program

My book Rewiring the Brain has sold more than 30,000 copies worldwide and can be bought from Amazon. The book explains how immaturity of the nervous system can underlie such apparently different conditions as ADHD, SPD, reading and writing difficulties, speech development issues, bedwetting, clumsiness, and certain autistic symptoms, and contains exercises to alleviate or even solve these problems.

References

• Gieysztor, E. Z., Choińska, A. M., & Paprocka-Borowicz, M. (2018). Persistence of primitive reflexes and associated motor problems in healthy preschool children. Archives of Medical Science, 14(1), 167–173.

• Hazzaa, N., Shalaby, A., Hassanein, S., Naeem, F., Khattab, A., & Metwally, N. (2021). Assessment of balance functions and primitive reflexes in children with learning disability. Ain Shams Medical Journal, 72(1), 97–103.

• Klingberg, T., Hedehus, M., Temple, E., Salz, T., Gabrieli, J. D., Moseley, M. E., & Poldrack, R. A. (2000). Microstructure of temporo-parietal white matter as a basis for reading ability: Evidence from diffusion tensor magnetic resonance imaging. Neuron, 25(2), 493–500.

• McPhillips, M., & Sheehy, N. (2004). Prevalence of persistent primary reflexes and motor problems in children with reading difficulties. Dyslexia, 10(4), 316–338.

• Melillo, R., & Leisman, G. (2009). Autistic spectrum disorders as functional disconnection syndrome. Reviews in the Neurosciences, 20(2), 111–131.

• Raschle, N. M., Chang, M., & Gaab, N. (2011). Structural brain alterations associated with dyslexia predate reading onset. NeuroImage, 57(3), 742–749.

• Vandermosten, M., Hoeft, F., & Norton, E. S. (2016). Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Current Opinion in Behavioral Sciences, 10, 155–161.