Dyslexia

Click on the following link, which gives some insight as to what a dyslexic person may ‘see’. Victor Widell was inspired to design a simulator that could help people understand this dyslexic perspective after his friend described the struggles he faced when reading.

Note: Widell's simulation doesn't encompass all forms of dyslexia. However, this phenomenon of perceiving non-existent letter movement and encountering rotated letters like 'd', 'b', 'p', and 'q' is a common experience among people with dyslexia.  

Dyslexia is a lifelong learning disability, characterised by difficulties in processing language, that can significantly impede reading, writing, spelling, and verbal communication. 

Watch: What is Dyslexia? (6:35 minutes)

Let’s watch a bit more from Dr. Horowitz. In this video, he discusses specific types of problems that individuals with dyslexia encounter.

Pre-watch question

Do you think dyslexia tends to run in families, meaning it's often passed down from parents to children? Why or why not?

Post-watch task

Consider the importance of phonemic awareness in reading and language development.

The following task requires you to compile a list of characteristics and indicators associated with dyslexia. Start by researching dyslexia using reliable sources such as books and reputable websites. 

These websites might be helpful to get you started… 

• Dyslexia Foundation webpage: Understanding Dyslexia
• Dyslexia.com: Test for Dyslexia: 37 Common Traits
• SPELD NZ: Dyslexia

Download and save this worksheet to complete the activity: Creating a Dyslexia Checklist - Worksheet.

Understanding dyslexia can be challenging due to its individualised nature. Although you probably came across a long list of characteristics, most dyslexics only display a few of these, with no two individuals exhibiting the exact same characteristics. To further complicate things, it is common for characteristics to vary from day to day, or even within the same activity, for a dyslexic person. 

The inconsistency of dyslexia can be frustrating and challenging, making it difficult to meet each individual’s needs.

The Dyslexia Continuum

Dyslexia exists along a spectrum from mild to severe, with no clear-cut boundaries. 

Individuals exhibiting mild dyslexia encounter some difficulties in reading and writing but can generally manage with extra effort. For them, dyslexia might stem from a lack of automatic retrieval of information from long-term memory. They might occasionally misspell words or read slowly, yet it doesn't severely impede their daily lives.

For those with moderate dyslexia, the challenges are more pronounced. Reading becomes a real struggle when phonological challenges combine with rapid naming deficits. This pairing, known as the "double deficit" hypothesis, also leads to difficulties in understanding what is being read or in expressing themselves in writing. 

On the severe end of the spectrum, people face the most substantial hurdles. Typically, these individuals have phonological processing deficits, along with other cognitive and linguistic weaknesses. Reading can be incredibly difficult, and even writing a simple sentence might seem like an overwhelming task.

Recognising dyslexia as a continuum helps adapt interventions to individual needs.

Co-Existing Conditions

Co-occurring difficulties often accompany dyslexia, making it more complicated to recognise and deal with. These issues can arise in different areas, including language, motor coordination, mental calculation, concentration, and personal organisation. For example, dyslexia often goes hand in hand with language disorders, which involve problems with both expressing and understanding language. This overlap can make it challenging to determine the primary source of the difficulties.

The Dyslexic Journey – Childhood to Adulthood 

Understanding dyslexia across different stages of life is important for understanding how this learning difference evolves and affects individuals over time. Dyslexia isn't limited to childhood; it's a lifelong condition that presents unique challenges and opportunities at various ages. 

Studying dyslexia in preschoolers aids early identification and intervention, while research on school-age children explores its impact on academic development. Adolescents and young adults with dyslexia develop self-awareness and coping strategies, and research in adulthood sheds light on their experiences in higher education and the workplace.

This next video provides insights into how dyslexia presents itself in individuals of varying age groups, discussing the signs and symptoms of dyslexia at different stages of life, from preschoolers to adults.

Watch: Signs of Dyslexia at Different Ages (5:26 minutes)

Pre-Watch Question

What are some common challenges associated with dyslexia in children, and do you think these challenges change as individuals grow older?

Post-watch Task

Consider whether what you saw matches what you thought might happen to dyslexia as people get older. Did the video confirm or change your ideas about how dyslexia changes with age?

Early Years – Pre-School to Primary School

In very young children (1-2 years old), there may be early signs that could indicate a risk for dyslexia, although it's important to note that dyslexia is typically diagnosed when a child begins learning to read and write, usually around ages 5 to 7. These early indicators include delayed language development, difficulties with speech sounds, limited interest in books, or a family history of dyslexia. 

It's important to stress that having these signs doesn't automatically mean a child has dyslexia. Instead, what's significant is whether these behaviours persist and become more pronounced over time.

Discuss the following case study on the class forum.

Learning Activity - Understanding Dyslexia in a Classroom

Imagine you are a teacher in a primary school classroom, and you have just noticed that one of your students, Anahera, is showing signs of struggling with reading and writing. You suspect that she may have dyslexia.

1. Analyse the case study addressing these four questions:
   1. What signs or behaviours might Anahera exhibit that could indicate dyslexia?
   2. How might dyslexia impact Anahera 's academic and emotional well-being?
   3. What challenges might Anahera face in the classroom?
   4. How can you, as her teacher, approach this situation to provide support and create an inclusive learning environment?
2. Post your responses on the Understanding Dyslexia in a Classroom forum, sharing any online resources you have used (e.g., articles, videos, or webinars) that offer expert insights and guidance on dyslexia support in educational settings.  
3. Read and respond to other's analyses and insights.  

School-age and Adolescent

“Hank Zipzer" is a TV series centred around a young boy, Hank, who faces challenges due to dyslexia. The episodes showcase Hank's experiences in school, friendships, and family, highlighting his creative solutions to overcome obstacles. The series aims to raise awareness about dyslexia and encourages embracing differences positively. Watch Episode 1 below.

Watch: Hank Zipzer Series 1 Episode 1 (23:26 minutes)

Pre-watch Task

Imagine what it's like for someone who struggles with reading and writing in a school where these skills are highly valued.

Post-Watch Task

Answer the following questions about this episode.

Adult and Lifelong Learning

Watch the following interviews with Jamie Oliver, Richard Branson, and Keira Knightley, who all have dyslexia and have successfully navigated their academic and professional lives.

Pre-Watch Question

What qualities or characteristics do you think are essential for someone to succeed despite facing learning differences or other obstacles? 

Watch: Jamie Oliver Made By Dyslexia Interview (3:41 minutes)

Watch: Richard Branson talks to Made By Dyslexia(4:33 minutes)

Watch: Kiera Knightley OBE - Made By Dyslexia Interview (4:03 minutes)

Post-Watch Task

Consider how the experiences of individuals with dyslexia change as they transition into adulthood and what strategies help them succeed.

Answer the following questions about the three individuals.

Dyslexia makes it hard for people to connect the sounds of words with the letters that represent them, which can make reading and spelling difficult. Let’s look more closely at genetics and how our brains work in relation to dyslexia.

Watch: Dyslexia and the Brain (9:34 minutes)

In the following video, Dr. Guinevere Eden explores the brain's involvement in reading, discussing the regions activated during reading, the neurological distinctions in children with dyslexia, and the transformative impact of effective dyslexia interventions on brain function.

Pre-Watch Question

What do you think might be the key differences in the brain of a child with dyslexia when it comes to reading? Write down your thoughts or hypotheses before watching the video.

Post-watch Task

Use the provided PowerPoint to create a visual presentation illustrating the key takeaway message from the video.

Instructions:

1. Modify the provided images of a brain to represent what the brain of a child might look like with: 
   1. no dyslexia
   2. dyslexia before intervention
   3. dyslexia following effective intervention
2. Use symbols, colours, or labels to show differences or challenges. 
3. Use labels to convey your message effectively.
4. Keep the explanation concise and easy to understand. The focus is on using visuals to show any transformation.
5. Share your presentation in the forum with your peers to illustrate your understanding of dyslexia genetics and its impact on the brain.

Format:

• You can complete this activity digitally or by hand (if you have access to a printer). 
• You can use the provided PowerPoint file as a template to get you started OR
• You can use other presentation tools like Canva to create a presentation from scratch. This is your opportunity to be as creative as you like! 

PowerPoint Template: Dyslexia and the Brain - Presentation.

Sharing your presentation - Step-by-step guidance:

This forum will be a little different to the forum you have used previously. Follow these steps to upload your presentation.

1. Go to the forum - ‘Share Your Work'.
2. Click ‘New thread’.
3. In the ‘Subject’ field, type the name of this activity and your name, eg. 'Dyslexia and the Brain - Jane Smith'.
4. In the ‘Message’ field, write a brief summary about what you learned from this activity.
5. In the ‘Attachment’ box, you can either drag and drop your presentation file or you can search for it.
6. Click ‘Post to forum’.

Here is a second video that looks at how our brains work in relation to dyslexia.

Watch: What is Dyslexia? (4:34 minutes)

The video explores the concept of dyslexia as a condition that affects a significant portion of the population, with varying experiences and challenges. It emphasises the idea that dyslexia exists along a spectrum and encourages viewers to reconsider their understanding of dyslexic brain function.

Pre-Watch Question

How do you think interventions designed for dyslexia work to improve the functioning of the dyslexic brain, and what changes in brain activity or structure do you expect might be associated with effective interventions?

Post-Watch Task

What are some potential consequences or implications of dyslexics relying more on their right frontal lobes when it comes to reading and language processing? Write down your ideas – you may wish to compare your answers with other members of the group.

Genetics and Dyslexia

Dyslexia is linked to the brain, with specific genes playing a big role, contributing to about 80% of differences seen in the brains of students with dyslexia traits. You have seen how brain scans of these students reveal differences in brain areas responsible for reading and their connections compared to typical readers.

People with dyslexia often develop less efficient ways to recognise words. This affects how they process written text, leading to difficulties in reading, slower reading speed, and, sometimes, a loss of understanding while reading. 

Read this article discussing a groundbreaking study that has uncovered 42 genetic variants linked to dyslexia, offering insights into the genetic basis of this learning challenge and the potential to improve diagnosis and interventions for individuals with reading and spelling difficulties.

Assessments for neurodiverse conditions play a crucial role in ensuring individuals receive the support they need to succeed academically and in daily life. Correctly identifying dyslexia involves a two-step process that begins with screening and may progress to a more detailed assessment. 

Dyslexia Screening

Screening for dyslexia serves as the initial step, aiming to identify individuals who might be at risk of dyslexia swiftly. It helps determine whether further evaluation is necessary. 

In New Zealand schools, the Lucid Rapid test, a computer program, is commonly used to quickly assess students aged 4-15 for the likelihood of dyslexia based on tests like phonological processing, working memory, phonic decoding skills, and visual-verbal integration memory. It's important to note that this is a screening tool and cannot be used for diagnosing dyslexia; typically, specialist educators administer this assessment.

Dyslexia Assessment

Dyslexia assessments should ideally be conducted when signs of reading difficulties first appear, but they can also be done at any age if concerns arise. Qualified assessors, like Educational Psychologists or those certified by organisations such as SPELD NZ or LDANZ, use interviews, tests, observations, and input from teachers and parents to diagnose dyslexia, understand reading challenges, and recommend appropriate support, help individuals who might not realise they have dyslexia but are struggling with learning differences.

The Woodcock-Johnson IV test for diagnosing dyslexia

The Woodcock-Johnson IV (WJ IV) is the most used tool in New Zealand for assessing learning difficulties such as dyslexia. It has three separate parts, providing a comprehensive evaluation of an individual's strengths and weaknesses in different areas:

• The WJ IV Tests of Cognitive Abilities, or WJ IV COG, consists of 18 tests that assess how well a person thinks and understands information. These tests look at areas like working memory (important for tasks like mental calculations), phonological processing (how we work with sounds and words), and visual-spatial skills (helping us understand and work with visual information).
• The WJ IV Tests of Achievement (WJ IV ACH) help identify strengths and weaknesses in important school subjects like reading, writing, and math. It has both standard and extended tests, giving examiners a detailed view of a person's skills in specific areas where they might be doing well or needing extra help, like math problem-solving.
• The WJ IV Tests of Oral Language check how well someone can express themselves verbally and identify any difficulties related to language learning. These nine tests look at language skills, pinpoint strengths and weaknesses, and assess how well a person uses language for learning, known as Cognitive-Academic Language Proficiency or CALP.

The following video provides an inside look at the process of evaluating and diagnosing dyslexia in children. It features Matthew M. Cruger, PhD, as he conducts a dyslexia evaluation and showcases the dyslexia tests used during the evaluation and explains their role in the overall assessment process.

Watch: Inside a Dyslexia Evaluation (20:43 minutes)

Pre-Watch Question

Are you familiar with what typically takes place during an evaluation session for learning difficulties such as dyslexia?

Post-Watch Task

What insights or information did you gain about the process of diagnosing dyslexia from the video?

Accommodations are adjustments made to remove obstacles and offer equitable access to learning and tasks. They do not alter the content or expectations of what individuals are required to learn; instead, they provide alternative ways for individuals to complete tasks or access information effectively.  

Adjustments can be made at work, school, or elsewhere to support individuals with dyslexia. This might include using tools and technology, adjusting work schedules, making sensory changes, and adapting communication methods.

Included here is The Dyslexia Foundation of New Zealand's brochure, which aims to raise awareness of dyslexia and offer guidance on support and accommodations for individuals with dyslexia. You may find this a useful resource for the future.

And another useful resource…

As technology changes the way we work, the unique thinking style of dyslexic individuals is becoming more valuable. By 2025, it's predicted that people and machines will share work equally. Despite there being around 700 million dyslexic people globally, they often feel undervalued at work. Employers can benefit from their creativity, problem-solving, and visual thinking skills by making simple accommodations and adjusting tests. This aligns well with the changing needs of the workplace. Recognising and embracing the strengths of a diverse workforce not only helps companies but also equips them with essential skills for the future of work.

Listen to Emile Donovan interviewing literacy expert Mike Styles as he explores the concept of dyslexia, its consequences, and effective approaches for recognising and leveraging the unique strengths that dyslexic individuals can contribute to various contexts.

Listen: Time for a change of thinking on dyslexia (22:17 minutes)

Pre-Question

How is dyslexia commonly perceived in today's society, and what misconceptions or misunderstandings do you think exist about it?

Listen to the RNZ podcast here: Time for a change of thinking on dyslexia.

Post-Task

According to literacy expert Mike Styles, how should dyslexia be perceived, and what are some of the strengths dyslexic individuals may possess? Take note of your answer to use in the following exercise.

The following article discusses the potential value of dyslexic thinking in the changing workplace, highlighting its strengths in creativity and problem-solving. It calls for a shift in organisational approaches to harness this value and prioritise neurodiversity in strategic agendas. Engage your math brain and start reading!

In the future, there will be the emergence of tasks and roles that closely align with the strengths associated with dyslexic thinking.

• Dyslexia involves challenges in phonological processing, affecting reading, writing, and spelling.
• The Dyslexia Continuum recognises a spectrum from mild to severe, adapting interventions to individual needs.
• Co-existing conditions like language disorders can accompany dyslexia, complicating recognition and management.
• Understanding dyslexia across various life stages aids in early identification, intervention, and adapting support.
• Dyslexia's link to genetics and brain function underscores the role of specific genes and brain differences.
• Identifying dyslexia involves a two-step process: screening, followed by a more detailed assessment by qualified professionals using methods like interviews and observations.
• Accommodations for dyslexia can be made in various settings by adjusting tools, schedules, sensory aspects, and communication methods.
• Dyslexic thinking, with strengths in creativity and problem-solving, is valued in the changing workplace.