When I saw the title of a new research paper on the indicators of dyslexia and dysgraphia in children's writing, I looked forward to seeing what it contained. The paper is available online here, but the checklist contained in the paper falls short, and at least in...
![Statistician with Dyscalculia – A Chat with Dylan Lynn [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2024/01/Screen-Shot-2024-01-07-at-9.53.13-PM-400x250.png)
How can a statistician have dyscalculia? Welcome to the wonderful world of mathematics – the field is as wide as it is deep. One of the keys to Dylan’s love of statistics, and later data analysis is that she loved math to tell stories. She loved the puzzle-solving aspect of statistics and how information could be made accessible through analysis to drive decision-making and policy. Although Dylan had indeed struggled with many lower level aspects of math – like timed math fact retrieval, math symbols, and fractions, she flourished as a data analyst in tech companies, drawing trends across disciplines and communicating what she learns from patterns that she recognizes to drive informed decisions. Such a career has many aspects of MIND […]
![Dyslexic Storytellers [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/DYSLEXIC-STORYTELLERS-e1702709403878-305x250.jpg)
Although many of the physical and mechanical aspects of writing are difficult, many of the greatest writers of all time are dyslexic. Why does storytelling come naturally to so many? Dyslexic people have powerful emotional, personal, multisensory memories. As a result, it’s easy to recall the sights, sounds, smells, and feelings of the past and once the hurdles of getting information down on a page are overcome, stories can come to life for others. Not everyone has these gifts – in fact, a lot of people don’t. A common dyslexic strength is “episodic simulation”. The word “episodic” refers to what scientists refer to as episodic memory, memories for episodes or experiences that have a specific place and time. Our surveys of dyslexic and […]
Recently I had such a nice visit to the Seattle Art Museum. It reminded me of how well dyslexic strengths can be cultivated in the multisensory experiences that are museums. This past summer we had had a visit by Yuko Tsuji, a dyslexia advocate in Japan who...
![Severe Dyslexia Reading [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/Severe-Dyslexia-Reading-2-400x250.jpg)
Q: My daughter is severely dyslexic and is having trouble making progress reading. She is homeschooled. How can I help? A: Ideally, the best person to provide specific information about your student’s dyslexia is the professional who performed a comprehensive assessment. The following information is not specific to your daughter, but more general information in the hopes some of it may be helpful to you. Many severely dyslexic children have trouble perceiving or remembering sounds, sound-letter associations, or the letters that comprise the different spellings of words. If a student has significant working memory limitations, she or he may also have to learn in little bits which may add to the time words are mastered. RE-LEARNING AGAIN AND AGAIN If the problem is that a […]
One of the most neglected issues in the field of dyslexia is the topic of social and emotional health. We now know that as a group, dyslexic people are more emotionally sensitive than non-dyslexic people and because emotion memories may be so strong in dyslexic...
A: You haven't said what accommodation you are seeking, but the Americans with Disabilities Act or ADA requires that postsecondary institutions must provide "reasonable accommodations" to participate in courses, programs, and activities. From the American...
![Um.. Trouble Finding the Right Words [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/Um.-Finding-the-Right-Words-400x250.jpg)
A young filmmaker, Lauren, interviewed for our movie shared that she had trouble putting her ideas into words. After the camera had shut off, I told her that many people over the years shared exactly the same thing. Lauren shared that when she reads a book, she gets vivid images of characters, events, and places. When she plans out a movie, she can visualize everything. We know that not everyone has that ability – and her visualization strengths are ideal for what she does today – make films. But there is considerable evidence that what might make you strong at generating pictures and other sensory images, may be balanced by weaker or at least more effortful generation of words. When we surveyed dyslexic and non-dyslexic […]
![Teaching Math with Visual Models [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/Teaching-Math-with-Visual-Models-400x250.jpg)
One way to teach to students’ strengths is to build on nonverbal reasoning and experimential – multisensory learning strengths in math. What does that mean? It means not being in a hurry to have students work through math problems before a strong foundational understanding and technical math meanings are established, and building on math reasoning before diving into math problem-solving involving symbols and technical language. Room to Discover has an excellent post on Visual Models. With five representations of mathematical ideas, why is there so much focus on verbal and symbolic work? The creator of Room to Discover also runs workshops and publishes manipulatives and other resources to his store. The Room to Discover site focuses on graphic representations – but a related […]
![Asynchronous Development [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/bell-curve-400x250.png)
Asynchronous development refers to an unevenness in development which may include wide differences in various aspects of cognition, physical development, and emotional development. The unevenness in these different aspects of development can create paradoxes (being ahead in some abilities as well as behind) and opportunities as well as stress. Asynchronous development was first introduced in the academic and educational literature in the context of gifted children – children who showed wide discrepancies between strengths and weaknesses and who were sometimes referred to as being “twice exceptional”. In the figure below, an example of score variations is seen in a gifted student with dyslexia. Where the standard scaled score for age is 100, this student had strengths in verbal comprehension with a score of […]
![Should I Help with Homework? [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2023/12/Should-I-help-with-homework-da-400x250.jpg)
“His mother had read everything to him and in medical school his wife was reading aloud all books and references…there was some opposition to his continuance in medical school on the part of the dean and one other faculty member, but the opposition subsided… After his graduation a report came from a distant medical school hospital stating that this man was the best intern they had had for some time. He passed his American boards in internal medicine and became the head of a group practice clinic in a large city…” — Lloyd Thompson, Reading Disability Should you help with homework? The answer is YES. There is a qualifier on that – you should help but only to the point that you’re helping your student […]
"It is incredibly common for students to get to college and just question everything. That's when all the wheels fall off...What am I even doing here? " — Kara Matejka, College Coach When all the excitement of arriving at college for the first time, getting to...
