Dyslexia is a Superpower
As I mention on the Dyslexia Support page, I have a child with dyslexia. This past year, through prayer, research, and support from experienced professionals, I discovered that dyslexia is a superpower. You read that right … this “diagnosis” is actually a super special (often hereditary) gift, disguised as difficulty with reading and writing.
The Gift of Dyslexia by Ronald D. Davis, explains picture-thinking, which is when mental images are created as thought, instead of internal dialogue. Images are interpreted faster than words, so problem-solving can happen quickly. Through logic and reasoning, they can literally see the “bigger picture.” Now, here is where the superhuman abilities really start to shine … Davis claims that not only can they see their thoughts, they can manipulate those images to view them from multiple perspectives. This is known as three-dimensional thinking. Being able to mentally move an object around and look at it from different viewpoints is a skill that comes in handy for artists, mechanics, engineers, innovators, and architects.
When dyslexics use their superhuman abilities to attempt to read, it becomes problematic. For instance, if I turn lowercase letter d, to see it from a different viewpoint, it may look more like b, p, or even q. By manipulating letters, numbers, and symbols in order to better understand them, the reader can become disoriented. This disorientation is even more prevalent when a word lacks a mental picture or meaning (i.e., sight words). According to Davis, these are “trigger words” because they can trigger confusion.
One of the methods for correcting this confusion, is to reorient perception through hands-on creation of symbols with clay, such as Plastilina Modeling Clay. I have my daughter make 3D images of words that she struggles to spell or read. She builds each letter of the word, spells the word, and then creates a picture to represent the word. For example, when asked to create an image for the word “from” she made a present. We periodically review our symbols, to keep them fresh in our memory. I recommend writing down or taking pictures of the images your learner creates. This way, if your child forgets (which happens often in our home), you can jog their memory.
Dyslexics possess the gift of mastery, which is why an interest-based learning approach is helpful. Homeschooling offers us the freedom to focus on our interests. I encourage you to lean in to what matters most to your child(ren), and watch your home education thrive! It will be important to make accommodations that allow your child to learn the material, without dreading the process. Listen to audiobooks on the subject, watch videos, use text-to-speech, and read books to your child. Even for neurotypical learners, read-alouds are proven to be beneficial, at every age.
The Dyslexia Games from The Thinking Tree is a pattern-based therapy, developed by a dyslexic homeschooling mom named Sarah Janisse Brown. She is a gifted artist and curriculum developer. My family has had the priviledge of visiting Sarah’s farm, and attending her homeschool co-op. Her dyslexia remediation workbooks were the first that my child could complete independently!
Along with the remediation and accommodations I provide at home, my child has made significant gains with the support of her weekly in-person reading tutor. We have tried Multi-Sensory Spelling Boot Camp (Orton-Gillingham)-Dyslexia-Self-Paced Part 1 and Part 2 (via Outschool). Additionally, we have found success with the Reading.com app, which creates a learning map based on student age/ability. Another great website to check out is the TTRS(Touch-Type Read and Spell) program. It helped connect the physical activity of typing, with the process of spelling words and writing sentences.
Please check out my Dyslexia Support page for additional resources. Need ideas for an interest focused education? Check out our resources page. If you want to share something that is working well for your family, contact me! I would love to hear about your experience.
