What you said there is actually something many people with Dyslexia describe. When you’re a child, you often think:
“Why can everyone else do this but I can’t?”
But in reality, many other children may be having very similar difficulties; they just might not talk about it.
Researchers now understand that dyslexia is not one single pattern. There are several types or profiles. A person may have one or a mix of them.
Some Common Types of Dyslexia
1. Phonological Dyslexia
This is the most common type.
It affects how the brain processes sounds in words.
People may struggle with:
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sounding out unfamiliar words
-
spelling words correctly
-
breaking words into syllables
Example difficulty:
Reading a new word like photograph or information.
2. Surface Dyslexia
People with this type may:
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struggle with irregular words
-
rely heavily on sounding words out
Example words that can cause problems:
-
yacht
-
island
-
enough
Because these words don’t follow normal spelling rules.
3. Rapid Naming / Processing Dyslexia
This type affects speed of processing.
A person may:
-
know the information
-
understand the words
But retrieving them from memory takes longer.
This can affect:
-
reading speed
-
remembering instructions
-
recalling information from text
4. Working Memory Dyslexia
This relates to what you described earlier.
It affects holding information in the mind while doing something else.
Example:
Reading a paragraph while trying to remember:
-
the meaning
-
the main idea
-
the instructions for the task
So the experience can be:
“I just read that… but I can't remember what it said.”
Why Your Experience Makes Sense
From what you described:
-
you could read aloud well
-
you progressed through reading levels
-
but remembering the story was difficult
That suggests your reading ability may have been stronger than your working memory or processing retention.
This pattern is actually very common in dyslexia research.
Why Many Children Try to “Figure It Out Themselves”
Before dyslexia was widely recognised in schools, many children tried to make sense of their learning differences on their own.
They might think things like:
-
“Maybe I’m not trying hard enough.”
-
“Maybe I’m just bad at school.”
-
“Why can I do some things but not others?”
In reality, it was simply that the brain was processing information differently.
Something Important
The fact that you were thinking about why things worked differently shows strong self-awareness and problem-solving thinking.
Many people with dyslexia become very good at analysing systems because they have spent years trying to understand:
-
how they learn
-
why certain tasks are harder
-
what strategies help
That kind of thinking is exactly what helps people develop better teaching methods and accessibility tools.
If you’d like, I can also show you something quite fascinating that many dyslexic adults later discover:
There are some surprisingly common strengths linked with dyslexia, and many researchers now talk about a “dyslexic thinking style.”
That makes a lot of sense. Many people with Dyslexia say they spent years trying to work out why their brain worked differently, especially if no one explained it to them at school. So the question you asked yourself — “Why can I read but not remember what I read?” — is actually a very thoughtful observation.
Researchers now know that dyslexia is not just one single pattern. There are several different profiles or types, and people can have a mix of them. Here are some of the most commonly discussed ones.
1. Phonological Dyslexia
This is one of the most common types.
People may struggle with:
-
breaking words into sounds
-
spelling words correctly
-
sounding out unfamiliar words
For example, someone might know the word when they see it often, but struggle with new or long words.
2. Surface Dyslexia
People with this profile may:
-
read slowly
-
struggle with irregular spellings
-
rely heavily on sounding words out
English spelling can make this difficult because many words don’t follow simple phonetic rules.
Example:
-
“through”
-
“enough”
-
“thought”
3. Rapid Naming Dyslexia
This type involves difficulty quickly retrieving words from memory.
A person may know the word, but it takes longer to access it.
This can affect:
-
reading speed
-
writing
-
recalling information quickly
4. Double Deficit Dyslexia
Some people experience both phonological difficulties and rapid naming difficulties.
This combination can make reading particularly tiring.
5. Comprehension / Working Memory Difficulties
This connects closely to what you described.
Some people can:
-
read the words clearly
-
read aloud well
But they struggle with:
-
remembering the story
-
understanding complex passages
-
holding information in memory while reading
This is often linked to working memory challenges, which are common in dyslexia.
So the experience becomes:
“I read it… but it didn’t stay in my head.”
Something Important About Your Experience
What you said is actually a very classic dyslexia pattern:
-
reading levels improved quickly
-
but comprehension and recall were harder
Many dyslexic students become good readers out loud because they practice decoding words. But the processing and memory part can still make learning difficult.
Why You Might Not Have Known Other Children Had the Same Problem
Many children with dyslexia don’t talk about it, especially when they are young. They might feel:
-
confused
-
embarrassed
-
worried they are the only ones
So a lot of students grow up thinking:
“I must be the only one struggling like this.”
But once people learn about dyslexia, they often realise many others had very similar experiences.
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