Creativity And Dyslexi An Investigation Study Of Divergent Thinking

The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner. The writers begin with a definition of dyslexia stating that “dyslexia is a learning difference, a combination of strengths and weaknesses”. This is an informative definition as opposed to the recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school system whereby dyslexia is considered but not in isolation. The BDA (2009) state that importance ought to be

In the essay “On Being Seventeen, Bright, and Unable to Read,” David Raymond offers information on him having the experience of dyslexia.  He explains how dyslexia plays a major role in his learning. In a positive and negative way.  Dyslexia doesn’t only stop him with other educational activities but effects his self-confidence. While dyslexia brought Raymond many struggles as a child, it also played a huge role in Raymond’s confidence such as him saying that he wanted to die since he was different to everyone else. David visibly tells us how his dyslexia held him back from every day activities as a child. While reading, he says, “My family began to suspect I was having problems almost from the first day I started school.” This quote makes

Paige Fricke Topic Area: Dyslexia Specific Purpose: My audience will be able to explain the cause and effects of dyslexia. Thesis Statement: Dyslexia is a condition that affects people world wide, but through the proper treatment and help it can have less of a negative affect on a person Introduction I. Attention Getter: I am going to assume at least half of you have encountered a family member, friend, classmate, etc. that is dyslexic. Dyslexia is a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not necessarily affect general intelligence.

Sally E. Schaywitz, M.D. is a well-known and very prestigious Pediatric Neurologist and an important figure in literacy education. Dr. Schaywitz received her M.D. from Albert Einstein College of Medicine. During routine well-care visits, parents would express concern for their children reading issues to Dr. Schaywitz, which prompted her to delve deeper into understanding and helping adults and children who have been diagnosed as dyslexic. Along with her husband, Bennett A. Shaywitz, M.D, according to Yale.edu the couple “created "Sea of Strengths" model of dyslexia which emphasizes a sea of strengths of higher critical thinking and creativity surrounding the encapsulated weakness found in children and adults who are dyslexic” (Yale.edu, 2014).

The British Psychological Society (1999) gave a definition of dyslexia; ‘dyslexia is evident when accurate and fluent word reading and / or spelling develops very incompletely or with great difficulty.’

Since all Dyslexic children differ from each other and learn differently it is crucial that parents and teachers incorporate all of their senses into the learning process as their visual or auditory processing may be impaired. Lawrence states that a child may pass a hearing or vision test quite easily, yet they may not be able to process this information into their memory. This shows how simple exercises can have a long lasting positive effect on the child in these early school years.

The hypothesis that there is a significant visual component in dyslexia was supported by the research findings and furthermore, is echoed in current developmental dyslexia literature. The study found that dyslexic children had poorer performance on categorization tasks (letters, digits, and symbols) for both verbal and non-verbal stimuli. However, the study was limited and contradictory in some findings and demonstrates a need for further research to investigate such areas. Specifically, future research must address symbol processing and compare performance of typically-developing children to dyslexic children. Lobier, Zoubrinetzky, and Valdois (2012) found that children with developmental dyslexia demonstrated deficits in symbol processing compared to normal counterparts, while Ziegler et al. (2010) found that typically-developing children and dyslexic children had equal performance on symbol processing tasks. Additionally, future dyslexia research could include variables such as crowding effects and binocular vision involvement to address other visual components that may be involved with dyslexia

Through this group investigation, group members Antonia, Kayla and I chose to research and analyse into Dyslexia, and the innermost thoughts and experiences that arise from this learning difficulty. Dyslexia is defined as a neurobiological disability that affects one's learning, more specifically their ability to speak, read, write, spell, and solve mathematical equations. Unfortunately, Dyslexia is deemed as considerably

The British Dyslexia Association welcomed these findings with care, stressing that the interesting new research would further endorse the fact that the dyslexic brain is different, and emphasizing a unique focus on language skills at a young age to help dyslexic children when they begin reading and writing (Make the Connection).

A common misconception about dyslexia is that it is related to intelligence, which it is not.

The characteristics of a dyslexic person can be very different from one person to the other, just as the characteristics of students without disabilities are different. These students show a different combination of learning problems. “Such characteristics are learning style, motor dexterity, time/math, memory/cognition, language/reading skills, behavior and vision. Sometimes the dyslexic youngster has early or late developmental stages, such as crawling, walking or talking” (Grolier’s).

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

Discussions of dyslexia require a definition of the term, and this is where we can come into some confusion if we are not careful. In fact, the “problem” itself exists in the defining of the word, and thus the labeling of those to whom the definition applies. However, with some knowledge of the etiology of “dyslexia” we can begin to ply our beliefs off the population of “dyslexics” and start to gain some understanding of their experiences with language learning. This is, after all, the intention of this research. Guardiola (2001) also assisted in redirecting the academic focus in this direction, towards the etiology of the term and how its history has shaped current social work, education, neurobiology, and psychology perspectives.

People with dyslexia are slow, but that doesn’t mean that they are not intelligent. I think that people with this disorder have the most creative and outgoing minds in the world. People with dyslexia may have intelligent levels over one hundred. Brilliant mind come with brilliant ideas. Athletes, writers, actors, and even characters have or had dyslexia. Here are some of the brilliant minds you may know: Albert Einstein, Thomas Edison, Benjamin Franklin, Mozart, John Lennon, Tom Cruise, Magic Johnson, and Walt Disney. All of these dyslexics have come to be some of the greatest minds and just look were that put them. Don’t put people with dyslexia down encourage then to go on because some day they could do great things for are world. (Sollier)

Of the three previously mentioned diseases, Dyslexia impairs a person’s ability to read, write, and spell (NINDS 2003). Although they are of normal intelligence, their reading level is below average. They will usually have “trouble with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.” (NINDS 2003). Children with dyslexia complain they cannot read their textbooks, do not have enough time to finish tests, cannot take notes, and are unable to read their own handwriting (GVSU 2000). Dyslexia does not affect every person the same way, and signs of the disorder may not be prevalent until later, when grammar and more in-depth writing skills are introduced. Dyslexia can also create a difficulty in processing vocabulary and thoughts correctly when speaking, and understanding what one says when they are spoken to. Dysgraphia is another neurological disorder that focuses on writing. When a child with this disorder is first introduced to writing, they will make unnecessary spaces between their letters, and some letters will be