We Are Dyslexia Specialists
Dyslexia awareness began in the early 1900s but it is only within the last 40/50 years that we have come to understand more about the learning difficulty. Scientists have identified the specific genes associated with dyslexia. We are more aware of the specific areas of learning that dyslexia affects and the impact it has on individuals. Below we've gathered together information and resources to allow you to explore your understanding of dyslexia
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Defining Dyslexia
The precise definition of dyslexia has been debated for many years and this is mainly due to every dyslexic having their own unique learning challenges. The most commonly used definition and one adopted by the British Dyslexia Association is one that was published in the 2009 Rose Report.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut- off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention. In addition to these characteristics: The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.
Rose (2009)
It is not the most easily interpreted definition granted, but it is important to realise that it is extremely difficult to develop a definition for a condition that has so many facets and effects individuals so differently. This is the most comprehensive definition to date as it mentions that individuals with dyslexia may experience difficulty with, reading, writing, spelling, as well as difficulty with phonics, memory and being able to communicate facts and details. What is important to remember is that a diagnosis of dyslexia is not the death sentence that it can be portrayed as.
What does Dyslexia Actually Mean?
Why such a strange word for a learning difficulty? Dyslexia comes from the Latin dys – meaning difficulty and lexia – meaning reading. It is important to bearing in mind though that not all dyslexics have difficulty reading, for some it might be processing information, concentration, spelling or memory recall.
The British Dyslexic Association sets out a comprehensive list of dyslexic indicators at different age levels. It is important to point out that the indicators should be used as exactly that, to indicate any signs of dyslexia. The indicators do not replace comprehensive assessments that confirm a dyslexia diagnosis.
Dyslexia Indicators - British Dyslexia Association
Dyslexia Stengths
Whilst it is particularly important to develop learning strategies to support the difficulties dyslexic learners experience, it is also vital to know the strengths those with dyslexia exhibit.
Some of the strengths dyslexic learners demonstrate include:
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Story Recall
Some dyslexics can recall facts and details as though they are reading a story. Indeed, this is a particularly good learning technique to improve memory for those who don’t possess this skill. Having good narrative reasoning skills assist to improve memory and the ability to relate and use the information read. It demonstrates a connection and memory for details that non dyslexics may not have.
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Puzzle Solvers
Rather than thinking sequentially a-z, those with dyslexia think in all different directions. Due to this they may see patterns that others may not and are able to see connections which assist in solving complex problems.
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Spatial Awareness
Some dyslexics have excellent awareness of their surroundings and have photographic memories. A study by the University of East London supports that dyslexics were able to remember virtual environments in more detail compared to non-dyslexics. This is perhaps why dyslexics with this skill are suited to careers in engineering, industrial and graphic design, architecture and construction.
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Good Communicators
A strategy to assist some dyslexics during exams is to provide a scribe who will write their ideas down. This is because many dyslexics find it difficult put their ideas down on paper as they are not sequential thinkers but communicating ideas verbally is far easier as they can think about and develop their thoughts and ideas as they talk. Good verbal skills means being clear and articulate which is extremely beneficial when communicating your thoughts and ideas. This skill also enables dyslexics to be very mindful of others’ thoughts and ideas, allowing them to consider and process information carefully.
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Analytical
Due to some dyslexics having excellent comprehension and verbal skills due to increased scrutiny of what they read. Dyslexics like to question what they read and make connections to their own experiences and/or other similar text read. This assists in deepening their understanding. Advanced understanding allows for great analysis. Dyslexics find it easier to breakdown and analysis what they have read in small sections and because they use this technique they may find details that other miss through analysing from a whole picture perspective.
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Imaginative
Dyslexics can have the skills of being very curious and adventurous. Due to their thoughts and ideas not following logical patterns they look at things differently and this leads to them thinking differently. They are not afraid to experiment with ideas, testing out theories and bend the norm. Perhaps that is why so many dyslexics are, artists, authors, actors and scientists.
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Abstract Thinkers
Dyslexics like to make connections with their own knowledge and experiences in order to assist their understanding and this may lead to a deeper understanding of ideas that others don’t recognise. In fact, their understanding may be so developed that they are able to take very complex ideas and simplify them in such a way that makes them comprehendible.
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Thinking Outside the Box
You may have heard this regularly when individuals discuss dyslexics. That is because it is a skill that many dyslexics have. It essentially means thinking beyond what is in front of you. Not taking facts and details for gospel but questioning, how can we do this differently? What can we change? How can we make this better? It is this type of thinking that leads to revolutionary ideas. It is this skill that connects with dyslexics being good problem solvers. Dyslexics like to take a problem process all the information consider multiple solutions and come up with the most effective remedy.
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Critical Thinkers
Being good problems solvers means that some dyslexics have great critical thinking skills. They can be very logical in their thinking as they have had to do a lot of work in their head to simplify information in order to assist their understanding. It is because of all this hard work that dyslexics make wonderful analysers, because they separate components, study each one individually and put it back together. It is through this process that they develop a deep understanding and with a comprehensive understanding comes the best solutions, from being able to visualising the whole picture and beyond. In knowing the difference between two areas and being able to make comparisons, this leads to a fully comprehensive analysis, which in turn leads to dynamic ideas or solutions.
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Empathetic
Due to the challenges dyslexics face themselves, they develop a sincerity towards others who also face struggles. They process what they hear and see, make connections to own experiences and this assists to develop a deep empathy for others.
Which strengths do the dyslexic's you know have?
With so many dyslexic learners experiencing low self-esteem, it is so important to focus on dyslexic strengths. Every dyslexic learner should have the chance to find their special skill/s and be encouraged to take these skills as far and wide as they can.
Those with dyslexia may have difficulties with spelling or remembering facts but dyslexia does not impact on a person’s IQ. In fact, those with dyslexia can sometimes have higher IQs than non-dyslexics. If you need proof of this, one name comes to mind, Albert Einstein. Just to be clear, not every dyslexic is going to be the next Einstein, but wouldn’t it be wonderful if we looked at the strengths that we see in successful dyslexics and look to develop these within every dyslexic learner. I think the world would be a different place if we did. There are already companies and employment agencies who recognise dyslexic strengths and look to employ dyslexics for this reason. Hopefully, this will increase in time and we can start from the beginning in schools, encouraging dyslexic to find their strengths, build their confidence and a love of learning.
Co-Occurring Conditions
We have discussed dyslexia, but I feel it is also extremely important to mention that many dyslexics will have co-occurring conditions such as autism, ADHD, dyscalculia, dysgraphia or dyspraxia. This helps to emphasis the fact that those with dyslexia are not in a set mould but are very different. This supports the fact that it is extremely important that every dyslexic person has the opportunity to have their abilities thoroughly analysed in order for them to fully understand their weakness and strengths. Knowing these allows for the most effective support to be provided.
Common Co-Occurring Conditions
Awareness
It would also be extremely advantageous if more awareness was made of dyslexia within our education system, so that educators are trained in how to spot dyslexic traits and know how best to support that individual.
Furthermore, it would be extremely progressive if educators knew more about how to identify and nourish the strengths of dyslexic learners.
Some Statistics
Hopefully in time we can change these statistics. We have come a long way with our understanding of dyslexia, but these statistics tell us there is more work to do.
I think the most important message to portray is, the earlier a dyslexic learner receives support the more beneficial their learning experience will be.