tschenkel
@tschenkel@mathstodon.xyz
Theoretical engineer (aerospace and biomedical), associate professor of continuum mechanics, ex-petrolhead turned eco-warrior (worrier?), FOSS advocate, non-competitive cyclist, general outdoor enthusiast, renaissance man, general in the AI resistance. After multiple rounds of "restructuring" at my university, I decided to take the (in)voluntary severance offer and am now planning new adventures in SE Asia. he/him editor: emacs/evil born@326ppm
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Around 10% of students are severely dyslexic. The good thing for them is what the OP highlighted: the actual "reading" part (as in combining letter to words and sentences) is only a vanishingly small part of academic reading that even if they take much longer for that, the time spent on a paper to understand it is only marginally larger.
That said: that's true for assigned reading. Once you need to do your own literature survey and decide if it's worth reading a paper fully, they need more rigorous reading strategies than their peers not to waste their time.