If you’ve watched your child struggle to keep up with classroom reading yet devour audiobooks or beg for bedtime stories, you’ve witnessed something profound. That disconnect between their obvious love of stories and their challenge with printed words isn’t a contradiction—it’s exactly how many developing readers experience the world. RTÉ’s new audio drama understands this reality, and it’s challenging assumptions that have limited children for generations.
RTÉ Launches Audio Drama Featuring Book-Loving Protagonist
RTÉ Kids has released “Blank Books,” an audio drama podcast following 10-year-old Rosie—a character who loves literature yet processes print differently than her peers. In the series, Rosie, her sister Alice, and their dog Bobby travel into classic stories including Treasure Island, Dracula, and Romeo & Juliet. The production was written by Emily Gillmor Murphy, who drew from her own experiences navigating reading differences throughout her childhood.
The timing matters. Approximately one in ten people in Ireland experience reading differences, yet misconceptions continue to shape how families, educators, and children themselves understand these variations in learning. The drama offers young listeners a protagonist who demonstrates that loving books and developing reading skills can coexist beautifully.
A 9-year-old thought he was a "failed dyslexic" because he wasn't exceptionally creative. Here's why the superpower myth harms children.
Five Common Misconceptions Finally Addressed
Rosie Bissett, CEO of Dyslexia Ireland, addressed persistent myths that continue to limit children and their families. Perhaps most importantly: the belief that reading differences only affect reading itself. Bissett explains that working memory and processing speed are equally affected. When a teacher gives multi-step instructions like “get out your geography books and turn to chapter 3, paragraph 2,” the challenge isn’t intelligence—it’s holding multiple pieces of information while executing actions simultaneously.
The “outgrowing” myth particularly needs challenging. Because reading differences have genetic origins, they’re lifelong—but here’s what matters: the environment changes. A child spending years in settings that highlight their challenges can later choose work that leverages their strengths. The reading patterns remain, but their impact shifts dramatically based on context.
I can understand why people like to think that it’s a gift and that all individuals have these superpowers and strengths in other areas, but the scientific evidence does not back that up. — Rosie Bissett, CEO, Dyslexia Ireland
Laura Lurns · Learning Success expert
Why the “Superpower” Narrative Causes Real Harm
One of Bissett’s most important observations challenges the well-meaning “superpower” framing that has gained popularity. She describes a nine-year-old boy who came to his teacher in tears after an art competition because he didn’t place—believing himself a “failed dyslexic” because he was supposed to be exceptionally creative. The scientific evidence doesn’t support claims of universal special abilities, and this narrative creates impossible expectations for children already navigating significant challenges.
Research confirms what Bissett observes: previous assumptions that boys experience reading differences more frequently than girls were wrong. Current evidence shows nearly equal prevalence, with girls more likely to mask their struggles by staying quiet rather than acting out. Understanding each child as an individual—not through generalized assumptions—remains essential. Building reading skills requires approaches tailored to specific needs, not one-size-fits-all solutions based on stereotypes.
Key takeaways
- Audio drama challenges reading myths: RTÉ's new podcast features a book-loving protagonist who processes print differently, demonstrating that loving stories and developing reading skills coexist.
- Individual profiles matter most: One hundred children building reading skills will present one hundred different patterns, making stereotyped assumptions potentially harmful.
- Environmental context shapes impact: While reading differences persist throughout life, their impact changes dramatically as individuals move into environments matching their strengths.
Recognizing What Each Child Actually Needs
Signs of reading differences aren’t always obvious, and Bissett cautions against assumptions. With 100 children processing print differently in a room, each profile would be unique. Some children develop workarounds like memorizing early reader books with predictable picture cues—masking their actual reading development and delaying support that could help them thrive.
For parents watching for signs, Bissett recommends honest conversations with teachers. Creating alliance rather than confrontation opens communication about what’s happening at school. Many educators hesitate to raise concerns because they’re uncertain how families will respond—parents who express genuine curiosity about their child’s progress give teachers permission to share observations honestly. When concerns exist, targeted practice approaches can begin building skills even while formal evaluation processes unfold.
You can have 100 individuals in a room building reading skills differently, and their profiles will all be a little bit different. — Rosie Bissett, CEO, Dyslexia Ireland
Laura Lurns · Learning Success expert
Every child who loves stories deserves to see themselves in those stories—regardless of how their brain processes printed words. The real myth isn’t about reading differences; it’s the belief that struggling with one skill defines a child’s entire capability. Systems that label children rather than develop them, that enforce rigid timelines rather than recognize individual growth patterns, serve bureaucratic convenience rather than children’s potential. If you’re ready to move beyond myths and start building real skills, the Learning Success All Access Program offers a free trial that includes a personalized Action Plan. Keep that plan even if you decide it’s not the right fit—because your child’s progress matters more than any subscription.
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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.
References
- RTÉ - Busting 5 Common Myths About Dyslexia
- Dyslexia Ireland - Resources and Support for Families
