The dyslexia handouts stop at reading and spelling. Nothing in them warns you about instructions that vanish in ten seconds, names that never stick, or errands forgotten between two rooms. So the daily forgetting gets filed under careless, and a child quietly starts to believe it. On a podcast for adults with dyslexia, two hosts spent a whole episode trading these exact stories. Their message is simple: your child isn’t broken. Their brain is learning differently, and the forgetting has a reason, a pattern, and a set of strategies that work.
FROM THE VIDEO
Key moments from Episode 108: Most Embarrassing Dyslexic Memory Struggles, with hosts Natalie and Katie of the Dyslexia in Adults podcast:
Common questions from parents
Is forgetting things part of dyslexia?
How do I help my child remember multi-step instructions?
Is my child forgetting on purpose?
Should I get my child tested?
Adults with dyslexia say their most embarrassing struggles are not spelling. They are names, directions, and errands that vanish mid-step. Every one of those has a teachable strategy.
The Part of Dyslexia Nobody Explains
Ask a school about dyslexia and the answer stops at reading and spelling. The International Dyslexia Association’s 2025 definition, its first revision since 2002, tells a wider story. It calls the causes complex: a mix of genetic, neurobiological, and environmental influences that interact as a child grows. Phonological processing is the sound side of language. It says difficulties there are “common but not universal.” Co-occurring challenges across working memory, processing speed, and visual processing are a well-documented pattern. Reading was never one skill, and dyslexia was never only about reading.
The same update buried an old myth. It dropped the idea that a reading struggle must be “unexpected” in a bright child. A capable child who struggles to read is the expected picture, not a puzzle. The same logic covers the forgetting. A child who retells every detail of a movie, then loses a two-step instruction on the way upstairs, is not lazy. Those were never the same wiring. The science behind that wider story had been building since the mid-2000s. The definition caught up in 2025. Many schools have not caught up yet, and that gap is why the memory side of dyslexia so often goes unnamed at the IEP table.
A child who forgets the instruction ten seconds after you give it is not refusing to listen.
Laura Lurns · Learning Success expert
What Forgetting Looks Like From the Inside
In one episode of the Dyslexia in Adults podcast, hosts Natalie and Katie traded the memory moments that embarrass them most. Katie taught dance to fifty students and knew none of their names, so she invented nicknames like “high kicks” and dreaded roll call. Natalie trained herself never to say names at all. The habit fell apart when a boyfriend asked, two months in, whether she knew his. Passwords vanish thirty-five seconds after being typed. Reset one and the form asks you to type it twice; by the second box, it is gone. Directions get held only as far as the next turn. And both hosts live what one middle-school friend named the door theory: walk through a doorway mid-errand, and the errand wipes.
None of this is carelessness. Holding spoken words in mind long enough to act on them draws on auditory memory. That holding job is one of several a brain runs at once while a child moves, plans, and listens. When the jobs pile up, the newest words drop first. What you see is a blank look at the top of the stairs. What your child feels is the same hot shame two capable adults describe on that podcast. Natalie’s confession lands hardest. She coaches memory strategies for a living, and she still asks for directions a third time. Knowing better was never the missing piece. Strategy is, and strategy is teachable.
Key takeaways
- Dyslexia reaches past reading: The 2025 IDA definition names complex, multi-factor causes behind the struggle.
- Forgetting is not defiance: Holding words in mind while acting is a separate, buildable skill.
- Strategies beat willpower: Repeat-back, single steps, and spoken errands hold when memory drops.
Strategies That Hold When Memory Drops
The hosts land on one big move: stop assuming the memory will hold. Accept ahead of time that it won’t, then set the strategy before the moment arrives. That flip matters at home. It turns each forgotten instruction from a verdict on your child into a problem you solve together.
- Repeat it back. After you give directions, ask your child to say them back in their own words.
- One step at a time. Give a single step, then the next. Better still, teach your child the five-word request: “One step at a time, please.” That phrase is self-advocacy in kid size.
- Say the errand out loud. Before leaving the room, your child states the goal: “I’m getting my shoes.” Anyone nearby restores the goal if the doorway steals it.
- Keep names warm. To help a name stick, use it in normal conversation at home, the way one host’s partner did with his family’s names.
- Move it onto paper. A checklist by the door or a whiteboard for morning steps carries the load, so your child’s attention stays free for the task itself.
These are memory strategies taught inside real tasks, which is where they hold. Practice the strategy inside the real job, not in a separate memory game: a checklist that runs the morning beats an app score that never leaves the app. Pair spoken directions with something your child sees, too; these visual aids and proactive strategies go further down that road. Skills like these grow with practice. A child who owns a strategy stops believing something is wrong with them.
Plan for the forgetting before it happens, and it stops being a character flaw.
Laura Lurns · Learning Success expert
You want your child to trust their own mind. That trust erodes fastest in the small moments: the forgotten instruction, the name that will not surface, the errand lost at the doorway, each one filed under careless by a system built to label children instead of helping them. Schools hand out reading plans while the rest of the day goes unexplained. You are the one who sees the whole day, and that is exactly why you are the one positioned to change it. The people who spend the most hours watching your child struggle and succeed are not the ones writing the textbooks. They’re the ones reading this sentence right now.
If reading itself is part of the battle, the 5-Minute Reading Fix builds decoding and spelling in five-minute daily sessions, with the picture held back until the whole word is on the screen, so guessing is off the table.
And when the forgetting shows up alongside attention battles or shaky confidence, each of those deserves direct work of its own. All Access puts the whole toolkit in one place, so you build what your child needs in the order they need it.
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Why we use AI, plainly: it writes from a knowledge base our team maintains and audits. We work through it line by line and pull anything the evidence stops supporting. The roadmap you get on Tuesday reflects what we corrected on Monday, and a human still reads it before you do.
Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
Your answers stay yours. We do not sell your personal information, and we do not hand identifiable assessment data to outside AI companies to train their models.
A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
