Confusion and the crowd
It is hard to call yourself dyslexic. One reason is the abuse of the term. A person flips a few numbers and maybe a bit of a lazy reader and *bam* the self-diagnosis is Dyslexia. At this point many say, hey I do that – I must be dyslexic. Please consider what you’re saying. Leaving a word out of a sentence on a essay does not make you dyslexic. Leaving out a word on almost every sentence in an essay, would make you a candidate for such a condition. And a condition you do not want. Such a balsa attitude shows an utter misunderstanding about what dyslexia is. (For the record that gets under the skin of those with this particular DNA combination.) This “Your problems no Problem” attitude lead’s people think your no different then them only lazy or dumb. Another reason is the opposite extreme. It is the utter stigma people may give it. Such judgments are the result of peoples first hand experience. For example, there is little difference between stupid and dyslexic in the minds of people when you ask how to spell the word “Neighbor” because spell check is responding back with “WTF?” If you’re quick on your feet, personal, and verbally articulate, as many dyslexics are, you will often be passed off as a Novelty. So all this to say, much confusion about the what dyslexia is cause much unneeded pain for those with it.
Cutting through the Confusion
Ronald D. Davis in his book, Gift of dyslexia writes on the experience he had with the confusion that surrounds this learning disability.
Once as a guest on a television show, I was asked about the "positive" side of dyslexia. As part of my answer, I listed a dozen or so famous dyslexics. The hostess of the show then commented, "Isn't it amazing that all those people could be geniuses in spite of having dyslexia."
She missed the point. Their genius didn't occur in spite of their dyslexia, but because of it!
He goes on to say:
Having dyslexia won't make every dyslexic a genius, but it is good for the self-esteem of all dyslexics to know their minds work in exactly the same way as the minds of great geniuses. It is also important for them to know that having a problem with reading, writing, spelling, or math doesn't mean they are dumb or stupid. The same mental function that produces a genius can also produce those problems.
What is dyslexia?
The simple definition is “extremely difficult to read, write, and spell in your native language—despite at least average intelligence.” My favorte definition is “the umbrella slang word for public's inability to understand the complex and extraordinary thought process of 'Multi-dimensional FreeThinking". I’m sure you guessed I like that one for it's bit. (ha ha) For my purpose, I want to dig a little deeper. I want to look at how dyslexia is scientifically understood. On my next, blog, I suggest a way of viewing dyslexia theologically. In that section I will outline a theologically understanding of dyslexia as I see it (a little D-lex humor). But first the scientific, followed by some concluding thoughts on the matter.. The international dyslexia association gives us a more complete definition from a scientific perspective.
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.
I want to highlight some point about dyslexia.
Section one
One, Dyslexia is an inherited condition. Researchers have determined that a gene on the short arm of chromosome #6 is responsible for dyslexia. That gene is dominant, making dyslexia highly heritable. It definitely runs in families.
Two, Dyslexia results from a neurological difference; that is, a brain difference. People with dyslexia have a larger right-hemisphere in their brains than those of normal readers. That may be one reason people with dyslexia often have significant strengths in areas controlled by the right-side of the brain, such as artistic, athletic, and mechanical gifts; 3-D visualization ability; musical talent; creative problem solving skills; and intuitive people skills. In addition to unique brain architecture, people with dyslexia have unusual "wiring". Neurons are found in unusual places in the brain, and are not as neatly ordered as in non-dyslexic brains. In addition, f/MRI studies have shown that people with dyslexia do not use the same part of their brain when reading as other people. Regular readers consistently use the same part of their brain when they read. People with dyslexia do not use that part, and there appears to be no consistent part used among dyslexic readers. One part of the brain has hijacked the function. This can be a benefit or a curse depending on how the development pathways form in the individual.
Common observable traits of Dyslexics:
· High IQ, low test scores
· Daydream often
· Read/write with additions, omissions, substitutions, reversals
· Transposition of letters, numbers or words
· Mispronounce long words
· Unorganized
· Often confuse left/right, over/under, up/down, etc.
· Poor time management
· Poor reading skills and comprehension
· Poor at word problems in math
· Poor self-esteem
· Easily frustrated
Three, Dyslexia is not a result of a lack of motivation or sensory impairment. It is not that I need glasses or any such aid. Dyslexia has nothing to do with a defect in the normal range of physical sensory ability. If just does not work like that. Also, Many confuse lack of motivation for laziness. Many with dyslexia care little for learning because the process becomes like climbing a mountain every day. Who would want to climb Everest, day in and day out? Such lack is not a cause of the problem only a symptom. Don’t tell a dyslexic to just study harder, tell them to take Socrates advice and “know thy self,” to learn how they think and learn so they can “teach thy self.”
So Dyslexia while considered a disability is really people who are wired a little differently thus the fact that it considered a learning disability says more about what is considered learning. Dyslexic people are visual, multi-dimensional thinkers. Dyslexia is a brain thing, mental functions that are common in dyslexic range in degree and intensity. There are 8 basic mental functions common among those with dyslexia.
1. They can utilize the brain's ability to alter and create perceptions (the primary ability).
2. They are highly aware of the environment.
3. They are more curious than average.
4. They think mainly in pictures instead of words.
5. They are highly intuitive and insightful.
6. They think and perceive multi-dimensionally (using all the senses).
7. They can experience thought as reality.
8. They have vivid imaginations.
We are intuitive and highly creative, and excel at hands-on learning. The key to understand this way our brains work is in system thinking a type of Big Picture thinking, which evolves thinking in pictures and relational connection. Because we think in pictures, it is sometimes hard for us to understand letters, numbers, symbols, and written words. Now there is a difference between a person that is a predominately visual thinker and one that has dyslexic. The former has the ability to think in abstract without formulating it into a pictorial form first. The latter, can learn to read, write and study efficiently when we use methods geared to our unique learning style. Dyslexics have the tendency and ability to visualize all dimensions of symbols. Seeing and thinking three-dimensionally is a great asset, especially in today's multimedia world. So when is dyslexia a "disability"? It is a disability when it is not valued and cultivated as a learning difference and crutches are used to get through traditional education.
From around 3rd grade I was labeled "Learning Disabled" and "Dyslexic”. I recognized as a child that all my testing from elementary school through college only pointed out that I was not at my appropriate grade level and that was a problem. I was fortunate to be in a place that helped those like me with methods geared for my unique learning style.
Formulating non-visual words
Dyslexics tend to be visual thinkers. As they read or hear, they want to visualize what they're learning. Take this sentence: "Give me the ball." A young dyslexic may get stuck on the words "give" and "the". The dyslexic student can visualize a ball but has a more difficult time visualizing "the". Ron Davis uses clay as a method to help dyslexics visualize non-visual words. His students work on mastering certain known-troublesome words with clay. I used what was called a tactle board that I spelled words on. To this day, I can feel some words when I write them. I still tear up thinking about the first time laying in my bed, I leaned over and wrote on the wall the word “grace” reflecting on that night as I wrote G R A C E, it came to me I knew, really knew, what it meant. Finally, this abstract consept was visual to me, embodied in a moment that is between me and the Lord. With all dyslexics, the struggle is the process of visualization, which takes more energy and causes dyslexic students to take longer to complete a task.
Education and the Dyslexic
Some of the traits of dyslexics are seeing, thinking, and perceiving multi-dimensionally. Traditional educational processes interfere with a multi-dimensional thought process. Eventually, this becomes a problem as dyslexics tend to find it difficult to understand language in traditional methods of learning. Multiply this problem over years, and you have a student with what "they" call a "learning disability". I believe that providing an educational process in harmony with the multi-dimensional free thinker's thought process will result in greater success for students. Dyslexics often possess higher than normal intelligence and extraordinary creative abilities, which can be compromised by a traditional educational process. In that case, dyslexic children can struggle with their stifled talents. Some outlets for this energy are positive; some are not. It's not fun playing a game you're not good at that others are. Some develop traits recognized as characteristics of ADD. Some turn to art or sports; some become teachers' pets to make up the difference. Some disturb the class; some do things you don't want to know about. I did them all.
Dyslexia is a unique, hidden learning difference that requires a different educational approach. Most school system still do not address dyslexia in the way I believe it needs yet this is understandable oversight can only help on a general level. It is up to the child and there will to strive for the best Human they can be. In college I got accommodations, which were helpful but could have been a crutch for me if I was not so doggedly determined to prove something to myself. These Accommodation where Extra time on tests, Tutors and note takers, and Books on tape.
Traditional schools generally try to fit everyone in a box, feeding students information at the same pace with little regard to their learning differences. Of course those who learn differently "fall behind" because they have to decode information to absorb it. They learn differently, not slowly, but the result is like a domino effect. Many students' self esteem goes down as a result of their frustration, which increases when they feel that no one understands them.
I personally believe that dyslexics are also human antennas who get distracted or inspired by the world around them, like the old days when getting in front of the antenna would make the tv reception phase out. Dyslexics need to be engaged in learning to minimize loosing focus to other things. Using more of their senses is a good way to engage dyslexics in learning.
Day dreaming believer - My experience of learning
When I think about ideas, I use my "mind's eye" to actually see what I am thinking or what others are telling me. In this state of mind, I go through a virtual walk-through. Personal I believe that dyslexics and "learning disabled" people have heightened sensitivity to external stimulation and are come with a disposition that allows them to cultivate a spiritual awareness easer and quicker than most. I also think Jeremiah and Ezekiel was dyslexic but how can I be sure right?
It is necessary for me to visualize everything. I remember being frustrated in Algebra classes as I tried to visualize the concept of a negative multiplied by a negative equaling a positive. My logic was this: if you dig a hole, you have a negative; if you multiply the hole, You have a field full of holes. But it's not; it's a positive! And no one can explain it! They want us to simply accept it. Well, I just can't, not if I'm going to truly know it. I would frustrate teachers with one question, WHY? It is no wonder I have degrees in psychology theology and philosophy.
Like blind people often have stronger senses such as hearing and smelling, I believe dyslexics have stronger mental visualization. Information is seen in my head like a movie, which allows me to get a clear picture of how I'm going to accomplish something before I even start. I can't even write a paper till I can see the whole paper. many don’t get this about dyslexics. I have been working on my Master's thesis in ethics for about a year and just now am I seeing it to write it. I can create a visual walk-through of what someone is telling me. Sometimes the information will trigger a different subject, usually a profound idea or perspective of what I am learning. I call them "sparks" and "idea rolling".
I go on virtual journeys often; it is the core of how I create an end-product. I love it when the Lord uses the same natural talent to show me something. Those journeys are of a totally different nature but, shall we say, ride on the same boat.
Sometimes, I work like a "mad-man" when I want to finish what I've started. Once I am grounded (a prayerful process of focusing my mind, and asking desperately for help; AND HE IS ALWAYS FAITHFU!) and in the moment (connecting all my senses to the task at hand) with the book or computer or bible before me, I have been known to work for hours without eating, drinking or getting up to go to the bathroom. I don't have balance in this area, but I really like to work in this way. I get so excited and passionate about the subject, often theological, that, when I finish, I am almost in a state of euphoria. It love it, for the joy of it - and that joy drive me. Neither money, not fame nor the hopeless seeking after popularity, it is the idea and the one behold all ideas that so fascinates my mind heart and soul. I may die poor but I am rich. I have journeyed places and seen thinks it is unlawful for me to tell of, but God knows the value of such journeys, he took me on them and one day there true value will be known
