The dyslexia paradox is the discrepancy between when we currently diagnose dyslexia and when research has shown the most optimal window for early reading intervention is.
Dyslexia goes along with a lot of social and psychological and clinical implications such as reduced self-esteem, depression, higher rates of anxiety, reading motivation goes down, etc.
Research has shown that interventions are most effective in kindergarten and first grade. It’s important to say that we’re not diagnosing or identifying children with dyslexia at that age.
