Have you ever tried to read something that felt frustratingly slow? Imagine experiencing that every time you read. This is the reality for individuals with dyslexia. Contrary to popular belief, dyslexia is not about seeing letters and words backward. Instead, it is a phonological processing issue, making it challenging for those affected to manipulate language.
Many people mistakenly believe that dyslexia involves seeing letters like “b” as “d” or words like “saw” as “was.” However, individuals with dyslexia see things the same way as everyone else. The real challenge lies in processing language. For instance, if asked to remove the “c” from “cat,” a person with dyslexia might struggle to identify the remaining word, “at.”
When faced with a word like “fantastic,” students with dyslexia must break it down into parts: fan-tas-tic. This decoding process is time-consuming, making it difficult to keep up with peers and comprehend text effectively. Spelling words phonetically, such as “s-t-i-k” for “stick” and “f-r-e-n-s” for “friends,” is also common among those with dyslexia.
Dyslexia affects up to one in five people and exists on a continuum. Some individuals may experience mild dyslexia, while others face more profound challenges. It often runs in families, with varying degrees of difficulty in spelling and decoding words. This spectrum highlights the broader principle of neurodiversity, which recognizes that all brains differ in structure and function.
Neurodiversity suggests that we should not hastily label deviations from the norm as disorders. Instead, we should appreciate the unique perspectives of individuals with neurobiological variations like dyslexia. Many creative and successful individuals, such as Picasso, Muhammad Ali, Whoopi Goldberg, Steven Spielberg, and Cher, have dyslexia, demonstrating that brilliance and success are achievable.
The brain is divided into two hemispheres, with the left generally responsible for language and reading, while the right handles spatial activities. fMRI studies reveal that individuals with dyslexia rely more on the right hemisphere and frontal lobe, causing delays in reading. However, with intensive, multi-sensory interventions, they can improve their reading skills by training their brains to use the left hemisphere more efficiently.
These interventions break down language into syllable types and spelling rules, helping individuals with dyslexia decode words more effectively. This approach locates dyslexia as a functional variation in the brain, emphasizing the spectrum of brain function in all humans. By understanding the world through the brains of those with dyslexia, we can better appreciate their perspectives and contributions.
Engage in games that focus on phonological awareness, such as rhyming games or segmenting words into individual sounds. For example, try to break down the word “elephant” into its syllables: e-le-phant. This will help you understand how individuals with dyslexia process language differently.
Use multi-sensory techniques to practice decoding words. Write words in sand, use letter tiles, or draw words in the air with your finger. Try breaking down a word like “fantastic” into its parts: fan-tas-tic. This hands-on approach can help reinforce the decoding process.
Design a poster that celebrates neurodiversity. Include famous individuals with dyslexia and their achievements. Highlight the idea that different brain functions contribute to unique perspectives and talents. This activity will help you appreciate the strengths that come with neurodiversity.
Participate in an interactive activity that demonstrates the functions of the brain’s hemispheres. Use a diagram of the brain and label the left and right hemispheres with their respective functions. Discuss how individuals with dyslexia use different parts of their brain for reading and language.
Engage in role-playing scenarios to understand the challenges faced by individuals with dyslexia. For example, try reading a passage with letters scrambled or words missing. Reflect on how this experience affects comprehension and empathy towards those with dyslexia.
Dyslexia – Dyslexia is a learning difference that makes it hard for some people to read and write. – Many students with dyslexia find it challenging to read aloud in class.
Language – Language is a system of words and symbols used for communication. – Learning a new language can help students connect with people from different cultures.
Decoding – Decoding is the ability to read words by breaking them down into sounds. – When learning to read, students practice decoding words to understand their meanings.
Neurodiversity – Neurodiversity is the idea that different brain types, like autism or ADHD, are natural variations of human experience. – Embracing neurodiversity helps create a more inclusive classroom for all students.
Brain – The brain is the organ that controls thoughts, feelings, and actions. – Our brain helps us learn new things and remember important information.
Challenges – Challenges are difficulties or obstacles that people face in life. – Many students face challenges in school, but with support, they can overcome them.
Processing – Processing refers to how the brain takes in and understands information. – Some students may need more time for processing information during tests.
Spelling – Spelling is the way words are written correctly using the right letters. – Practicing spelling can help students improve their writing skills.
Individuals – Individuals are single people or distinct entities. – Each individual in the class has unique talents and strengths.
Perspectives – Perspectives are different ways of looking at or thinking about something. – Understanding different perspectives can help students work better in groups.
