Dyslexia – The Positives!

I recently read a fabulous article about a young boy who lives in Ireland and who has Dyslexia. His name is Ryan Hamilton Black if you want to google the article.  Anyway, Ryan isn’t bothered by his Dyslexia - he says it gives him Superpowers.  He is great at “knowing how other people feel” and at “figuring out how to work out problems.”  Fantastic!  He doesn’t see his Dyslexia as a problem, it gives him superpowers!  (I may have used too many exclamation marks there but it is great statement and I love exclamation marks!)

Also, a study commissioned by the BBC found that 40% of self-made millionaires are dyslexic. Forty Percent!!!!  Bearing in mind 5-10% of the population have Dyslexia, this is a high prevalence. Now I’m not suggesting becoming a millionaire should be deemed the pinnacle of success - there are many other, different measures of success. But for the purpose of this blog I am classing being a self-made millionaire as fairly successful!

These stories show how Dyslexia doesn’t have to hold people back.  It can be the opposite – having Dyslexia can mean you develop skills that other people don’t - superpowers! 

Dyslexia is a learning difference not difficulty. In the current education system, these positive traits may not always be apparent. The education system isn’t currently set up for Dyslexic people to shine although it is getting better, and the development of assistive technology is helping.  

So, what are the good qualities that can come with Dyslexia or develop as a result of Dyslexia that allow people can shine? What other superpowers does Dyslexia come with? I’ve spoken to friends who have dyslexia and read around on the internet to discover the positives of having Dyslexia.

Dyslexic people have to learn to think outside the box.  By not being able to work in the ‘normal’ way, they have to learn to think outside the box, think around the problem. As a result, they can develop independent thinking skills, excellent problem solving skills.  Incredibly useful skills in the ‘real world’ after school.   I have also read somewhere that 50% of NASA employees have Dyslexia, they are sought specifically for their problem-solving skills.

Many people with Dyslexia  have an improved ability to learn from experience. They remember facts as stories or experiences so learn from them.  They also think and remember in pictures so have better picture recognition memories.

Apparently, a clever scientist at Harvard did a study and found that people with Dyslexia have better peripheral vision!  So if I’m going in to space or flying in a plane having a pilot with Dyslexia is a bonus!

People with Dyslexia can be very creative.  There are many many actors and actresses who have Dyslexia but are still able to learn lines and be successful in their professional.  Picasso had Dyslexia and did many other artists. 

So, bearing all this in mind I think we need ‘Miss Dyslexia’ in the next X Men Film. She can see the bigger picture. She can solve problems others can’t. She will see things coming before anyone else.

Dyslexia - a learning difference that comes with a whole host of benefits.

Are you a Dyslexia friendly school? The Top Ten Checklist

1.     Think about visual noise

It is lovely to have lots and lots of displays around of students work. Or helpful posters and reminders about spelling.  Think about where these are displayed.  Having lots of posters/work around the board is added visual noise.  It distracts from the board.  Don’t have lots of displays around notice boards or signposts in the schools. Simple and clear makes it easier. 

2.     Don’t ask students to read aloud

I know. Everyone knows this one, except I still hear of it happening. Or the rest of the class is asked to read aloud and it’s obvious who isn’t. Ask for volunteers.

3.     Ensure Dyslexia students are not barred from high sets

If a student is orally capable of a higher set standard of work they should be in the higher sets.  Not being able to read or write because of Dyslexia should not be a bar to higher sets.

4.     Encourage Assistive Technology to be used

Allow assistive technology to be used. There are a wealth of paid for and free apps and technologies.  These can mean complete independent learning for dyslexic students.  It also prepares them for life after school.

5.     Support for lack of organisational skills

Dyslexia students are likely to be dis-organised, to expect anything else is unrealistic (similar to expecting my kids to have a tidy room).  Put in place support, reminders, spare kit etc to allow for this disorganisation.  Assistive technology can also help here with reminder alarms.

6.     Make sure students are recognised for verbal contributions

Dyslexia doesn’t affect intelligence, and often Dyslexic students can think outside the box.  Could you accept homework recorded as an MP3? Could make marking a little less boring for you as well!

7.     Have agreed visual clues

Do you have students who you know struggle to understand directions or content the first time, but they don’t like to ask you to repeat it? Have a visual clue that only you and they know, e.g. scratching their nose or pulling their ear.  You can then say, “let me just repeat that to make sure you’ve got it.” I am sure there will be other students who will benefit as well and the student won’t feel stupid.

8.     Students are praised for positive qualities

Dyslexic students very often only hear negatives about their ability.  We must appreciate the whole child.  Positive qualities must be recognised and valued. 

9.     Does not miss out on any activities

Can Dyslexic students access all your after-school clubs?  If not, why not? Many great actors are Dyslexic so that should not be a barrier to drama club. Half of NASA’s employees are Dyslexic so STEM activities stimulate Dyslexic students

10.  Create understanding amongst other students

It is important that other students understand Dyslexia as a learning difference.  That there is a reason why they do some things differently, or use technology in class. 

National Read a Book Day

In Honor of National Read a Book Day, I am dedicating this blog post to Dr. Mary Wakefield.   When I met Dr. Wakefield, I was in fourth grade reading at a first-grade level.  One of her strategies was to convince my mother to purchase books that I wanted to read and then say nothing. 

If the books sat in my room for days or weeks, let them sit.  Dr. Wakefield understood early, that if a dyslexic student has a strong interest in a subject, they will find a way to consume the information. 

Reader Pen

My mother listened to her advice. With each Scholastic Book order, a stream of books on the topics of weather, hurricanes, tornados, along with a selection of biographies arrived.  Quietly in my room, I sat next to my bed and explored these new treasures.   For the next two years, I spent my summers working with Dr. Wakefield and helping her graduate students become skilled dyslexia teachers. During this time, my reading fluency increased two grade levels.

By sixth grade, the knowledge gained from reading dozens of books, became evident as my grades in history, science and language arts improved.  Along with better grades, my reading fluency continued to improve while I had developed a healthy reading appetite which is now a bit of an obsession. 

National Read a Book Day is also the day of empowerment for dyslexics, as, with each book we read, we gain knowledge and confidence. 

Reading is a skill, and just like any other skill, daily practice and engagement helps improve overall reading fluency.

National Read a Book Day Advise to Help Your Dyslexic Child or Student

Dyslexia Help - University of Michigan

• Allow the child or student to select a book they wish to read (age appropriate).
• Promise to always purchase books and magazines, even comic books in areas of their interest.  Think about it?  Do you read books or magazines that bore you? Probably not, unless the material is required reading for work.
• Allow them personal space to read at their own pace.  Chances are your child or student is picking up the book or magazine when no one is looking.  Remember, the book topics need to align with their passions and interests.
• Make sure the book is at a comfortable reading level while challenging enough to provide a reading balance.
• Determine if assistive tech can help and if needed purchase a handheld text-to-read scanner, like C-Pen Reader Pen.  Personally, I still believe printed books and magazines are the best choice.

Here’s another idea to help students improve their reading fluency, let them become the author of their own books.  My son is dyslexic and when he was having a difficult time in first and second grade, I purchased sketch books, stickers, colors, and markers.  He created short stories using Star Wars and truck stickers.  When he was finished, it was his turn to read at night.  He loved creating stories and then sharing his books.

At Scanning Pens, we love receiving stories about how our products C-Reader Pen and C-Pen Exam Reader help dyslexic students.  Please share with us, your child’s or student’s favorite books, where they enjoy reading, and favorite authors. 

LISTEN UP: NEWS FOR TEACHERS/SENCOs OF STUDENTS/LEARNERS WITH HEARING LOSS AND READING DIFFICULTIES…...

Hearing loss may be something students experience from birth, a sudden onset due to health problems or a gradual issue, it may be short term or have permanent implications for the student.

Recently I became aware of a student who had temporarily lost her hearing at 4 years of age.  She started school with confidence but soon dropped behind her peers’, due to nobody being aware she was unable to hear in one ear and had partial hearing in the other.  Reading was proving to be an absolute rotten experience as she struggled with her phonics due to her incapacity to hear what was being said to her, she tried exceedingly hard but her enunciation of words gave her teachers an indication of hearing difficulties.  This was confirmed by a routine hearing test carried out by the school nurse.

C-Pen Reader

Hearing difficulties and loss will be the obvious priority for any young student, but they may also mask a reading difficulty, such as dyslexia.  The early years programme teaches reading by phonics!  With hearing loss, you may very well expect to see the student struggling with learning to read phonically; however, this can also be an early sign of dyslexic tendencies.  Once the hearing loss has been diagnosed and suitably treated, as with the little girl, the next step was to overcome having fallen behind with reading and spelling.  When the little girl reached 7 years of age a dyslexic screening test was carried out and indicated overwhelming dyslexic tendencies.

The little girl and her school where asked to be part of a study looking at the use of the C-Pen Reader to support her reading difficulties alongside other strategies.  The flexibility and support of her teachers enabled her to show confidence and independence in using the C-Pen Reader in her every day studies.  Her teachers commented how important it was to explore technology with dyslexic students and also commented on how this would work for a student with hearing aids, the girl’s history of hearing loss was questioned and therefore would the C-Pen Reader be compatible with hearing aids?

The C-Pen Reader and Exam Reader are compatible for those with hearing aids via a simple device called HEARING HOOKS.  Hearing hooks are currently promoted for use with SmartPhones , Netbooks etc, however do not be put off by the lack of mention of their most important compatible device, the C-Pen Reader and Exam Reader!  Hearing hooks will enable the hearing loss student with reading difficulties to have use of a device which promotes independent learning within school and during those important exams.  Hearing hooks, dual or singular, fit into the C-Pen Reader and/or Exam Reader exactly as they would with the supplied ear phones, via the 3.5mm jack plug.  Giving the student the freedom to have the sound played into both ears or into one.  A return to the audiologist department, who fitted the student with their hearing aids, may be required to ‘tune in’ to receiving the sound from hearing hooks but once this has been achieved there should be no other barriers!

Hearing hooks are a very reasonable cost and worth having available to support students who wish to utilise reading pens, in class and in their examinations.  Breaking down barriers and promoting access to learning is a regular supportive element within all schools today, those leading by the front are not only seeing the emotional well-being of their students rapidly improving, which in turn impacts on educational achievements leading to increased to academic success for the school, but also with the knowledge they are equipping their students to become confident adults; what more could you want!

Is Dyslexia a barrier to MFL?

When I originally began to work in SEN, we would often withdraw students with dyslexia/literacy difficulties from French or Spanish for small group or one-to-one interventions.  Our stock answer was that they were struggling learning one language let alone asking them to learn another one.   Yes, I know that statement is wrong on so many levels. 

Why did I presume this? Is there any evidence to back this up?

C-Pen Reader

As my career has progressed, my knowledge has increased I have become more and more aware of Dyslexia across the languages.  I recently spoke at an EAL conference in Romania (cold but fabulous) and when conducting research for this I learned so much about Dyslexia and EAL it made me question why we presume dyslexic students can’t learn another language. Or why we presume it would be detrimental to them.

Dyslexia is most prevalent in the English language. This is because English is a nightmare language to learn, and I mean a nightmare.  It has 41 phenomes (blends of letters) but 21,000 ways of pronouncing them!  Other languages, such a German, Spanish and Hungarian are straight forward and simple to learn so doesn’t cause as many issues for people with dyslexia.

I believe Spelling Bee Competitions are only popular in English language countries because spelling in  all other countries isstraight forward and everyone can do it. It’s just English that is completely nuts and spelled differently to how it sounds. 

What do you think though? Let’s walk through the forest with the boughs of the branches hanging down and cough on the way.  When I got home I wound the bandage around my wound.

Let’s address another part of my initial sentence that is way wrong. People with dyslexia don’t have trouble learning the English language. They can speak it just fine! They have trouble reading it, or processing what they’ve read, or writing it etc.

So, if other languages are easier then why shouldn’t people with dyslexia learn them?  Why shouldn’t we give them the opportunity to learn a language that is actually easier for them to de-code.  How good would that feel, being able to read/speak another language that their dyslexia doesn’t affect so much.

Also, do they need to pass an exam in it?  Why do we only allow students to study subjects when we believe they can pass an exam in it? I feel another blog topic right there.   Why can’t they do the subject and receive the same levels of support they receive (or should receive) in their other lessons?

There is assistive technology out there to help people with Dyslexia read foreign languages.  And, learning something to improve self-esteem and cognitive skills seems a good enough reason to me.

Research suggests that bilingual speakers are more likely to think outside the box (something we know people without dyslexia excel at), be better problem solvers and have more social skills. There is also evidence that being bilingual can fight dementia.  So why are we denying students with dyslexia this opportunity??

Maybe you aren’t limiting choices or making these assumptions. If that’s the case big well done for that and give yourself a massive pat on the back.  My journey to learn this took a lot longer. I apologise to all those students I restricted. I was wrong. I should have spoken to each student and involved them in the process and allowed them choice.  Educators and parents out there, don’t make the same mistake.  Merci for listening (fluent French as you can see).