Does Dyslexia affect far more boys than girls? Truth and facts debunked


For years, the prevailing belief has been that dyslexia affects far more boys than girls. As a result, many girls with dyslexia may have gone undiagnosed or misdiagnosed, struggling in silence as they navigate a world that often fails to understand the complexities of their learning disorder.

Imagine being a young girl who loves to read but finds herself struggling to make sense of the words on the page or making punctuation errors. Imagine feeling embarrassed and frustrated as her peers effortlessly breeze through their assigned readings while she stumbles along, feeling like she’s not smart enough or capable enough to keep up. This can be a lonely and isolating experience, leaving her feeling like she’s the only one who is struggling.

But here’s the truth: dyslexia does not discriminate based on gender. While it may be more commonly diagnosed in boys, current research suggests that girls may be underdiagnosed or misdiagnosed due to differences in symptom presentation. This means that there are countless girls out there who may be struggling with dyslexia, yet are not receiving the support and accommodations they need to thrive.

It’s time to shatter the myth that dyslexia affects far more boys than girls. Every child, regardless of gender, deserves access to the resources and support they need to reach their full potential. By raising awareness of the unique challenges faced by girls with dyslexia, we can help ensure that no child is left behind or made to feel like they’re not smart enough or capable enough to succeed. Let’s stand together to create a world where every child’s strengths are celebrated, and every child’s struggles are met with compassion and understanding.

The common belief that dyslexia affects more boys than girls: True or not? 

The common belief that dyslexia affects more boys than girls is a topic of much debate in the field of dyslexia research. While it is true that more boys are diagnosed with dyslexia than girls, the underlying reasons for this gender difference are not yet fully understood.

Studies[1] have shown that dyslexia affects approximately 3-7% of the population and that boys are more likely to be diagnosed with the disorder than girls. However, this gender difference may not reflect the true prevalence of dyslexia in girls, as many girls with dyslexia may go undiagnosed or be misdiagnosed with other learning disorders.

Research has suggested that biological and environmental factors may contribute to the gender difference in dyslexia. For example, boys may be more vulnerable to certain genetic and prenatal risk factors that increase the likelihood of developing dyslexia. Additionally, boys may receive less reading instruction than girls, which can exacerbate their reading difficulties and contribute to a higher rate of dyslexia diagnosis.

However, recent studies[2] have also shown that girls with dyslexia may have different symptoms and cognitive profiles than boys with dyslexia, which could contribute to underdiagnosis or misdiagnosis in girls. For example, girls with dyslexia may exhibit better phonological processing skills than boys, which could mask their difficulties with other aspects of reading.

In conclusion, while it is true that dyslexia affects more boys than girls, the underlying reasons for this gender difference are complex and not fully understood. It is important to recognize that dyslexia can manifest differently in different individuals, regardless of their gender, and that effective identification and treatment of dyslexia requires a comprehensive understanding of the underlying cognitive and environmental factors that contribute to the disorder.

Prevalence of dyslexia in children

According to the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), the prevalence of dyslexia in children is approximately 5-10%. However, it is important to note that this figure represents a general estimate and may differ in specific populations or geographical regions.

  • United States: Studies[3] in the United States suggest that dyslexia affects approximately 5-17% of children to some degree. The National Institutes of Health estimates that around 15% of Americans have reading difficulties associated with dyslexia.
  • Europe: The prevalence of dyslexia in European children ranges from 3% to 10% based on various studies and countries. However, prevalence rates may vary within different regions of Europe.
  • Asia: Prevalence rates specific to children with dyslexia in Asian countries are relatively limited. However, studies[4] conducted in China estimate the prevalence to be around 3-12%, with some regional variations.
  • Australia: The Australian Dyslexia Association suggests that dyslexia affects approximately 10% of children in Australia.

It is important to note that dyslexia can be identified in children from diverse cultural and linguistic backgrounds, although the manifestation of symptoms may differ. Additionally, the specific criteria used for diagnosis and assessment methods can impact the reported prevalence rates.

Gender differences in dyslexia

Gender differences in dyslexia have been a subject of scientific investigation to determine if there are variations in prevalence rates or symptom presentation between males and females. Here is a scientific overview of gender differences in dyslexia based on available literature with a global perspective:

1. Prevalence Rates:

Overall, dyslexia is more commonly diagnosed in males than females. Studies[2] across different countries have consistently shown a higher prevalence of dyslexia in boys compared to girls. However, the exact magnitude of this difference may vary. The male-to-female ratio for dyslexia prevalence is often reported to be around 2:1 or higher.

2. Symptom Presentation:


While the prevalence is higher in males, there is evidence to suggest that girls with dyslexia may exhibit different symptom profiles or coping strategies. Girls with dyslexia might be more likely to develop compensatory mechanisms, such as relying on memorization or context clues, which can mask their difficulties and make diagnosis more challenging.

3. Reading Profiles:

Research[1] suggests that boys with dyslexia may show greater deficits in decoding and phonological processing skills, which are essential for accurate and fluent reading. On the other hand, girls with dyslexia may demonstrate relatively better decoding abilities but struggle more with comprehension and higher-level language skills.

4. Underdiagnosis in Girls:

The presentation of dyslexia in girls can be subtler or overlooked due to their compensatory strategies or higher verbal abilities. This could contribute to the underdiagnosis or delayed identification of dyslexia in girls, particularly when assessment methods and criteria are primarily based on male symptomatology.

5. Language Abilities:

Girls with dyslexia may have relatively stronger language skills compared to boys with dyslexia. They may exhibit better verbal fluency, vocabulary, and verbal memory. This linguistic advantage in girls might help compensate for their reading difficulties and contribute to their ability to camouflage their dyslexia symptoms.

6. Emotional and Behavioral Aspects:

Emotional and Behavioral Aspects

Studies[5] suggest that boys with dyslexia may be at a higher risk for emotional and behavioral difficulties compared to girls. Furthermore, they can be less empathetic than girls. They may display higher levels of externalizing behaviors, such as aggression or hyperactivity. On the other hand, girls with dyslexia might be more prone to internalizing behaviors, including anxiety and low self-esteem.

7. Response to Intervention:

Research indicates that girls and boys with dyslexia may respond differently to intervention programs. Girls have been found to show better response rates to structured reading interventions, while boys may require more intensive and individualized support to make significant progress. Hence, such response differences in studies[6] suggest that tailoring interventions based on gender-specific needs might be beneficial.

8. Brain Activation Patterns:

Neuroimaging studies[7] have identified differences in brain activation patterns between males and females with dyslexia during reading tasks. These differences may be related to compensatory mechanisms employed by individuals with dyslexia. For instance, girls with dyslexia have shown increased activation in brain regions associated with language processing, while boys with dyslexia have exhibited altered activation in areas involved in phonological processing.

It is important to note that these gender differences are based on general trends observed in research studies and may not apply uniformly to every individual. The understanding of gender differences in dyslexia is still evolving, and further research is needed to elucidate the underlying factors contributing to these disparities.


In conclusion, while dyslexia may be more commonly diagnosed in boys, it is important to recognize that girls can also struggle with this learning disorder. Current research on gender differences in dyslexia suggests that girls may be underdiagnosed or misdiagnosed due to differences in symptom presentation, which highlights the need for greater awareness and understanding of the disorder among educators and healthcare professionals.

By working together to raise awareness of the unique challenges faced by girls with dyslexia and providing appropriate support and accommodations, we can help all individuals with dyslexia reach their full potential. Let’s continue to advocate for greater understanding, acceptance, and support for those with dyslexia, regardless of their gender or any other aspect of their identity. Together, we can create a world where every child has the opportunity to succeed and thrive and when struggling ourselves, let’s find some motivation through some dyslexia quotes!


  1. Wagner, R., Zirps, F. A., Edwards, A., Wood, S. M., Joyner, R. E., Becker, B. J., Liu, G., & Beal, B. (2020). The Prevalence of Dyslexia: A New Approach to Its Estimation. Journal of Learning Disabilities, 53(5), 354–365.
  2. Arnett, A. B., Pennington, B. F., Peterson, R. T., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2017). Explaining the sex difference in dyslexia. Journal of Child Psychology and Psychiatry, 58(6), 719–727.
  3. Yang, L., Li, C., Zhao, L., Zhai, M., An, Q., Zhang, Y., Zhao, J., & Weng, X. (2022). Prevalence of Developmental Dyslexia in Primary School Children: A Systematic Review and Meta-Analysis. Brain Sciences, 12(2), 240.
  4. Lin, Y., Zhang, X., Huang, Q., Lv, L., Huang, A., Li, A., Wu, K., & Huang, Y. (2020). The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China. International Journal of Environmental Research and Public Health, 17(19), 7140.
  5. Ihbour, S., Anarghou, H., Boulhana, A., Najimi, M., & Chigr, F. (2021). Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents. Dementia & Neuropsychologia, 15(4), 533–540.
  6. Snowling, M. J. (2013). Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Educational Needs, 13(1), 7–14.
  7. Krafnick, A. J., Napoliello, E. M., Flowers, D. L., & Eden, G. F. (2022). The Role of Brain Activity in Characterizing Successful Reading Intervention in Children With Dyslexia. Frontiers in Neuroscience, 16.

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