Understanding & Overcoming Dyslexia

What is dyslexia?

The word “dyslexia” comes from two Greek words: dys (meaning “poor” or “inadequate”) and lexis (meaning “words”). Thus, the literal definition of dyslexia is “poor or inadequate language.” Functional Magnetic Resonance Imaging (fMRI) studies show the neurological basis for dyslexia resides in the language-processing areas of the brain’s left hemisphere, and is characterized by inefficient language processing.

In 2002, the International Dyslexia Association (IDA) adopted the following working definition for research purposes, and the National Institutes of Child Health & Development (NICHD) has since begun to use this same definition in its work:

“Dyslexia is a specific learning disability (SLD) that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Studies indicate that nearly 20 percent of the population—one in five individuals—may have some degree of this language-based learning disability (Shaywitz 1998). Dyslexia is not unique to the English language; in fact, it has been found in nearly every language across the globe. It was traditionally thought to be more common among males than females, but recent studies indicate that the gender-specific factor to dyslexia, although it may indeed exist to some degree, is not as strong as originally thought (Pennington et al. 1991, Rutter et al. 2004, Liederman et al. 2005).

Individuals who have challenges mastering language skills, such as reading, writing, and spelling, but have had normal learning opportunities and show ability in other areas, may have dyslexia. For many people with dyslexia, learning language skills (reading, writing and spelling) is frustrating, and confusing. Many with dyslexia have above average intellect, however over time, continued failure can erode self-esteem. Yet, people with dyslexia are unique. Each has strengths and weaknesses, and studies show they learn to compensate well for their poor language skills.

One study, conducted by Cass Business School in London (November 2007), found that more than a third of U.S. entrepreneurs surveyed—a “staggering” 35 percent, identified themselves dyslexic. The study also concluded that those with dyslexia were more likely (than those who did not identify as dyslexic) to excel in problem solving and oral communication, and delegate authority. Individuals with dyslexia were also twice as likely to own two or more businesses. In a New York Times interview, the study’s author and professor of entrepreneurship, Julie Logan, noted that "dyslexics are extraordinarily creative about maneuvering their way around problems."

Indeed those with dyslexia often have exceptional abilities in disciplines that require visual, spatial, and/or motor integration. And, many are creative and unusually talented in the areas of art, athletics, architecture, graphic design, electronics, mechanics, drama, music, or engineering.

Famous individuals with dyslexia (link here for a moving YouTube video)

With effective instruction all struggling readers can learn to read
Individuals with dyslexia need specialized, multi-sensory instruction—research-based direct instruction that complements their unique learning needs and styles. In its milestone report of 2000, the National Reading Panel identified characteristics of effective instructional approaches that work for all learners (struggling or not). Effective instruction includes foundational knowledge of the structure of the English language and the five components of effective instruction—phonemic awareness, phonics, vocabulary, fluency and comprehension. Such instruction should be explicit, sequential and systematic, and should employ multisensory instructional strategies.

With research-based instruction delivered at the right intensity, even those with severe dyslexia can master reading, writing, and spelling. They can regain control of their lives and reach their full potential.