Author's Note: This blog is written in Open Sans font, an accessible font that folks with dyslexia find easier to read. If you would like to read the interview below in the OpenDyslexia font, click here: (Dyslexia in the Library: An Interview, opens a new window)
According to the International Dyslexia Association, an estimated 15-20% of Americans live with a language-based learning disability, of which dyslexia is the most common. Dyslexia is experienced by individuals of all identities and backgrounds and "refers to a cluster of symptoms that results in people having difficulties with specific language skills, particularly reading. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed without phonics-based reading instruction that is unavailable in most public schools." (source)
October is Dyslexia Awareness Month and we are delighted to share the story of a TRL staff member who lives with dyslexia. Nick S. is a Library Assistant at the Lacey Timberland Library. Recently I had a chance to chat with Nick about what it’s like to have dyslexia and work in a library. The author would like to thank Nick for sharing their perspective as a reminder that everyone learns and reads differently. That's something to celebrate!
Introductions
Holly: Nick, let's start off by having you tell us about yourself. What would you like folks to know about you?
Nick: I'm dyslexic, dyscalculic, and I have a speech impediment, though many people wouldn't notice. I spent a lot of time volunteering at the Lacey Timberland library as a teen, where I've now worked as a library assistant for 9 years this October. I was there almost every week and most days in the summer for 4 years before becoming a library aide. Raina S., Kristi S., and Rachel I.-M. in Youth Services were my librarians and I feel I wouldn't be working in the library today without the impact they made or the support of my English teacher.
I loved reading and learning as a kid, still do! I would call myself a reluctant reader as a kid, but looking back I read a lot growing up. Many people with learning disabilities like dyslexia were/are reluctant readers or didn't/don't find joy in reading. Some people find joy in reading when they're older and some don't, and that's okay! Everyone is different.
Discovering Dyslexia
Holly: How old were you when you first realized there was something different about how your brain worked? What did you notice, and how did you feel about it?
Nick: I didn't truly realize that my brain worked differently until I was in my early 20's. Around 2nd or 3rd grade, I was pulled from class for speech lessons for a year and had additional classes through middle school. Even after I started speech therapy and additional classes, it wasn't explained to me why I was in these classes. I knew I needed more help in some subjects, but being a pretty oblivious kid I never lingered on it. Learning what it meant to be dyslexic as an adult was a lightbulb moment, it was relieving to actually understand myself. I started really looking at how I was interacting with the world and thinking "Wow, this is why I learn better kinetically" or "Now I understand why I read at a snail's pace but can listen to an audio book at 2.5X speed." I also started researching dyslexia and really applying tools that I used as a kid, as well as some new ones, to my life.
How Understanding Changed Perspective
Holly: When you discovered you had dyslexia, did that change how you felt about that 'something different'?
Nick: Learning I had dyslexia as a young kid didn't impact how I felt about myself or how I interacted with the world. Though as I got older, I did start to feel different and embarrassed at times. I think I really strived to prove growing up that I was just as smart as everyone else. I took advanced literature classes, 2 language classes and advanced orchestra. When I first started in the library, I learned everything available to me and still seek to know about anything new. Now, I'm still a curious person and am always looking to learn new things, but because I want to, not to prove an assessment wrong or to meet a standard.
My dad is dyslexic and dyslexia is hereditary, though my dad and I experience dyslexia very differently. Looking back, I benefitted from having a positive dyslexic figure growing up. He cemented that it's okay for me to do things differently or take my time. Even now, I do get embarrassed sometimes. But, because of him, I'm able to accept that it was okay for me to do things like play cello even if I can't read the music the "right" way, or work in a library even though my spelling is awful. Learning I have dyslexia hasn't changed me, but rather the people who support me and my experiences with how people see me because I have it.
Working in a Library
Holly: As a library employee where reading is something we do every day, how has dyslexia impacted your work?
Nick: Thankfully, I'm a pretty proficient reader now. I do still mix up things and am a slow reader, but I don't find it impacts me much. I feel quite lucky to live in the age of technology; I use the OpenDyslexic font anywhere that I can and spell check is great. Digital accessibility has really changed my life! That said, dyslexia can affect more than just how someone reads and comprehends written language.
My brain receives and processes information differently, I process things backwards first and convert information. But, I've found that I have a great set of skills because I see the world differently and have spent my life finding ways to do something that doesn't come naturally to me. I'm not afraid to try things that might not work. I'm a very effective and active problem solver and I think that has equipped me to better serve our community. I love a challenge and find a lot of joy in helping people. I think I'm suited to the phrase "Jack of all trades is a master of none, but oftentimes better than a master of one."
Dyslexia in Education
Holly: I have a family member who is 73 years old and is dyslexic, though he wasn't diagnosed until he was in his fifties. When he was growing up, he was told he was 'slow' even though he has a quick wit, an extensive vocabulary, and did well in subjects that didn't involve having to spell things correctly. Do you think things have improved in identifying dyslexia and how it is addressed in the schools?
Nick: My dad is 61 and had a very similar experience growing up in northern California. My experience with the school system was decidedly better. There were plenty of negative comments and low expectations for me, but there was also a lot of additional support. Overall I think some of the negativity around learning disabilities has lessened and early dyslexia screening in classrooms via the teacher's assessment, access to reading tools, technology and additional lessons has greatly improved. That said, it's very dependent on the teacher you have, the school system itself, and each family and child. Not everyone has a positive experience with screening or the additional help provided by schools. There are also many accommodations or modifications for yourself or for your kids in schools now!
Understanding Dyslexia
Holly: What would you like others to know about dyslexia?
Nick: Dyslexia can impact us beyond our reading comprehension and ability to spell. Many dyslexic people have accompanying diagnoses that also contribute to how they interact with the world, some of them being auditory processing disorder (APD), dyspraxia, dyscalculia, and specific language impairment (SLI).
Being dyslexic is different for each person. Yes, there are shared traits and experiences, but we're all different and it's important to see that. Dyslexia isn't something I define myself by, it's not something I think about often. I recognize it's a part of me, but I'm so much more and so is everyone else with dyslexia. I'm proud of all my fellow dyslexics and all their accomplishments.
All seriousness aside, though, can we start a petition to change the spelling of "Dyslexia"? I just stopped being able to put the letters in the right order, even after just typing it 19 times!
Tools and Supports
Holly: What things (tools, supports, and/or behaviors) make things better for people with dyslexia?
Nick: Here are a few behaviors I've learned about myself:
- Interest = effort. If I’m interested in something, I’ll put in more effort.
- If I’m not interested, I reward myself. Example: “When I finish this chapter, I can take a break.”
- I communicate better verbally. For writing and emails, I follow a structure: Greeting → reason → response/action → sign-off.
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Directionals are reversed. I tend to think right-to-left or bottom-to-top. If accuracy matters, I slow down and focus.
Example: I always write “y” backward when I’m rushing, so I’ve learned to slow down when it counts.
Supports I use:
Advocate for yourself or your child—there are many classroom and workplace accommodations available.
- Accommodations for Students with Dyslexia – Dyslexia ID
- International Dyslexia Association
- Dyslexia-SPELD Foundation
Tools that I have found helpful:
- Reading rulers
- Website audio readers or closed captioning
- Digital or audio textbooks
- Voice-to-text software
- High-contrast or sepia backgrounds
- Fonts like OpenDyslexic, Arial, or Open Sans
- Increased letter spacing and paragraph breaks
Formatting Tips
- 1.5-2 line spacing
- 12-14 pt text size
- Break long text into shorter paragraphs
These adjustments improve visual processing and readability.
This interview has been edited for length and clarity.
