Understanding Dyslexia

Dyslexia is an alternative way of thinking that affects an estimated one in ten New Zealanders ? including 70,000 schoolchildren. In order to effectively address dyslexia, it is important to understand how to define and identify it.

Academically, there are varying definitions of dyslexia, and researchers and academics often focus on a narrow range of skills, particularly around literacy, in order to create absolute clinical parameters for their research and to isolate variables.

However, dyslexia impacts much more than literacy alone. While difficulties with literacy, and numeracy, are a common feature of dyslexia, and the most immediate characteristic is a problem in decoding words and their meanings, this is still only one aspect of a broader spectrum of difficulties. This encompasses issues with a much wider range of skills such as auditory and visual perception, planning and organising, motor skills, short-term memory and concentration. Some of these can make it especially challenging for individuals to follow instructions, turn thoughts into words and finish work on time.

The Ministry of Education working definition of dyslexia reflects this and was specifically designed, in collaboration with DFNZ and other stakeholders, to provide a basis for action by enabling teachers and other education professionals to identify, think about and address dyslexia in constructive ways. For MOE definition of dyslexia click here.

THE FOUR PARAMETERS

DFNZ?s thinking on dyslexia is based around four key points:

Dyslexia is not just a literacy deficit.
As mentioned above, we take the broad spectrum view ? that while it is important to address difficulties in reading, writing and/or spelling, it is also important to give equal acknowledgement to other difficulties that dyslexics may encounter in areas such as musical notation, auditory and visual perception, planning, organising and so on.

Dyslexia is an alternative way of thinking.
It is heredity and has genetic causes. Brain research, including groundbreaking work from Auckland University research shows that while most of us use the ?verbal? left side of our brain to understand words, dyslexic people use the ?pictorial? right side ? making them slower to process and understand language, but stronger in creative areas like problem solving, empathy and lateral thinking.

These findings are confirmed and complemented by current overseas research which focuses not on literacy, but on the talents and compensatory strengths which dyslexia can bring. Two leading thinkers in this field are Tom West and Yale University?s Sally Shaywitz.

Dyslexia?s greatest difficulty is self-esteem.
Children begin school full of curiosity and eagerness to learn, but can quickly become disillusioned by unexpected failure in the classroom. If not addressed correctly, dyslexia can lead to alienation and disenfranchisement and put youth at risk, fuelling anti-social behaviour (including drug use), depression and suicide. Overseas, British research shows that 30-50% of serious offenders in youth prisons have dyslexia, and there is no reason to suggest the New Zealand incidence would be any different. When not dealt with effectively and at an early stage, the effects of dyslexia can therefore go far beyond the school yard, impacting on the whole community.

The education system is often the disabling agent.
If addressed correctly, dyslexia can be a creative gift. Professional development for teachers and appropriate interventions, and the resources to back this up, are all critical to create change in the classroom. Guidelines on simple effective steps that can help in the school environment can be found in our free 4D programme.

The Ministry of Education definition of dyslexia notes that compensatory strategies and strengths are often found in dyslexic individuals ? children often start to ?cover up? their problems at an early age ? and it recommends early identification and personalised teaching to enable dyslexic children to participate fully in school life. Click here for the full definition.

CREATIVE GIFTS

The upside of dyslexia is the ability to perceive the world from many perspectives; to view the same thing from many different angles allowing special talents and skills in fields such as art and creativity, design, engineering and leadership. Those with dyslexia must be supported in education and in the workplace, and this often requires specific interventions, as well as awareness and understanding.

As well as challenges, dyslexia can provide creative gifts, as demonstrated by the many celebrated people who have unlocked its potential. Famous dyslexics include Leonardo Da Vinci, John Lennon, Richard Branson and Robin Williams. Here in New Zealand, creative leaders like Academy Award winner Richard Taylor, motivational speaker Billy Graham, renowned hair stylist Mike Hamel and the late maverick motorcycle designer John Britten have all embraced this learning difference to become leaders in their field.

Dyslexic individuals often show particular strengths in areas like problem solving, empathy and lateral thinking. This website contains information and resources to help dyslexic people discover their own special talents and take responsibility for their unique way of thinking, turning it from an obstacle into an advantage. Successful dyslexics draw on their strengths to hit their targets in life.

WHAT DYSLEXIA IS NOT