About Dyslexia
Understanding the Neurodivergent Brain
Did you Know?
Dyslexia does not indicate a lack of intelligence. In fact, there are many successful entreprenuers and inventors throughout history who are known to have dyslexia.
Among those listed are Albert Einstein, Leonardo Da Vinci, Abraham Lincoln, and Thomas Edison who all share this particular learning style in common.
In addition, a 2003 BBC research study found that approximately 40% of self-made millionaires and entrepreneurs were dyslexic.
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Although it is considered a learning disability, by no means does it measure an individuals ability to accomplish academic goals. Rather it is a pattern of learning that varies from the methods used by those with a neurotypical brain. It may take longer for people with dyslexia to process information or to successfully accomplish linguistic exercises, but given the right instruction (an explicit orton gillingham based program), new pathways can be created in the brain to allow them to process information more quickly.
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Revised Definition from the International Dyslexia Association-
Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic. Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention.
Warning Signs of Dyslexia
In Preschool
•delayed speech
• mixing up the sounds and syllables in long words
• chronic ear infections
• stuttering
• constant confusion of left versus right
• late establishing a dominant hand
• difficulty learning to tie shoes
• trouble memorizing their address, phone number, or the alphabet
• can’t create words that rhyme
• a close relative with dyslexia
In Elementary School
• dysgraphia (slow, non-automatic handwriting that is difficult to read)
• letter or number reversals continuing past the end of first grade
• extreme difficulty learning cursive
• slow, choppy, inaccurate reading: - guesses based on shape or context - skips or misreads prepositions (at, to, of) - ignores suffixes - can’t sound out unknown words
• terrible spelling
• often can’t remember sight words (they, were, does) or homonyms (their, they’re, and there)
• difficulty telling time with a clock with hands
• trouble with math - memorizing multiplication tables - memorizing a sequence of steps - directionality
• when speaking, difficulty finding the correct word - lots of “whatyamacallits” and “thingies” - common sayings come out slightly twisted
• extremely messy bedroom, backpack, and desk
• dreads going to school - complains of stomach aches or headaches - may have nightmares about school
In High School
All of the above symptoms plus:
• limited vocabulary
• extremely poor written expression - large discrepancy between verbal skills and written compositions
• unable to master a foreign language
• difficulty reading printed music
• poor grades in many classes
• may drop out of high school
In Adults
• history similar to above, plus:
• slow reader
• may have to read a page 2 or 3 times to understand it
• terrible speller
• difficulty putting thoughts onto paper - dreads writing memos or letters
• still has difficulty with right versus left
• often gets lost, even in a familiar city
• sometimes confuses b and d, especially when tired or sick
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All information selected from Bright Solutions for Dyslexia