Why Specialized EF Training Matters—A Real Student Story
The other day, I was working with a student I’ve known for several years. She’s bright, articulate, and thoughtful—but I noticed she had a pattern of missing assignments again. Now, this isn’t new. She has a history of missing work, but I also know her well enough to understand that behavior is communication. With this student in particular, there are often hidden reasons beneath the surface. So I did what I always do: I asked questions.
We started with the easier case—history class. She loves history, and she had a 97 average. The missing assignments? All reading-based. When I gently asked why, she replied matter-of-factly: “Because the professor is teaching it all wrong. It’s hard to motivate myself when the content is presented in an inaccurate way.” That’s fair. She’d made a choice, and with her grade so high, I didn’t feel the need to dig too deep.
But then we looked at chemistry—another class where the missing work was, again, all reading assignments. That pattern was too specific to ignore. I said, “You’re doing great in history and chose not to do the readings for a reason. But in chemistry, you need every point. So what’s happening there?”
She paused and said, “I’ve been getting headaches every time I read.”
Now, this is a student with a complex profile—diagnosed dyslexia, dysgraphia, ADHD, and a history of concussions. I didn’t assume. I asked, “Any thoughts on what’s causing the headaches?”
Her answer was simple but powerful: “I think it’s because I’m straining my eyes to read. It’s just really hard to figure out what the letters are trying to say.”
That moment reminded me of something essential:
📘 What Is Dyslexia—Really?
Dyslexia is a brain-based learning difference that affects how someone decodes, reads, and processes language—even with average or above-average intelligence. It has nothing to do with laziness or effort. And it’s not just about flipping letters.
🔍 Common but Often Overlooked Signs:
Headaches or fatigue after extended reading
Struggling to sound out words, even if they can comprehend them when heard
Avoiding independent reading altogether
Slow, effortful decoding even into the teen or adult years
Strong verbal comprehension but inconsistent performance in reading-heavy classes
💡 The Dyslexia–Executive Function Connection
Roughly 40–60% of individuals with dyslexia also experience executive function challenges. This includes:
Working memory deficits – Can’t hold instructions or reread with purpose
Task initiation struggles – Avoid tasks that feel overwhelming or unpleasant
Cognitive flexibility issues – Difficulty adapting when a reading strategy isn’t working
Planning and organizing – Trouble with multi-step reading tasks or written output
Regulation issues – Shame, fatigue, or frustration tied to reading demands
And yet, many of these struggles are mistaken for lack of motivation or follow-through.
Back to my student….
Once she identified the strain reading placed on her, we quickly pivoted. Since the semester was ending, we focused on how to support her better next time. Together, we planned to ensure her audio accommodations were in place moving forward. Audiobooks could reduce eye strain and potentially eliminate the headaches—making task initiation and motivation far more accessible.
Btw, knowing my student as I do—I just sent her a quick text reminder to make sure she follows through with getting that accommodation lined up for fall. That little nudge can go a long way.
But here's the key point: If I hadn’t understood her full profile—if I had stopped at “motivation” or assumed this was just executive dysfunction—I would have missed the mark entirely.
