Running head: DYSLEXIA: DISABILTY OR GIFT?

Dyslexia: Disability or Gift? Angela Hutchinson Ivy Tech Community College

DYSLEXIA: DISABILTY OR GIFT? Abstract Dyslexia is the most common learning disability which affects an individuals ability to read, write, and spell. Some common indicators include having trouble comprehending, pronouncing words, and telling time. An estimated five to seventeen percent of American school-age children struggle with symptoms of dyslexia daily. Learning disabilities were first acknowledged as early as 1869 by Sir Francis Galton. By 1878, an interest in reading difficulties took the stage for a German neurologist Adolph Kussmaul. Dyslexia has been linked to genetic make-up and passes down through generations. It has also been known to cause social and emotional issues among those who face the daily struggles from this disability. The best source of encouragement comes from parents, and teachers of those affected with dyslexia. Although this disability has many disadvantages when it comes to learning to read, it also has some advantages such as natural abilities, creativity, and they can excel in three-dimensional problem solving. There is no cure for dyslexia but by using the proper resources anyone can overcome the disadvantages and excel in healthy learning habits that work for the individual.

DYSLEXIA: DISABILTY OR GIFT? Dyslexia: Disability or Gift? Dyslexia is a learning disorder that occurs when the brain does not accurately recognize, and process certain symbols. Most generally, this learning disability commonly affects the individuals ability to read, spell, and solve math problems. Some of the most famous people have been diagnosed with dyslexia, such as: Albert Einstein, Thomas Edison, Leonardo di Vinci, Woodrow Wilson, and Winston Churchill (Davis & Braun, 1994, p.4) The main topics of this research include the history, statistics, early signs, social and emotional strains, and advantages of dyslexia. According to studies, there is no cure for dyslexia, although people can learn to modify this disability and become productive learners (Allen, 2012, p.20). So, the real question is dyslexia a disability or a gift to the individuals who are affected by this learning obstacle? In 1878, a German neurologist, Adolph Kussmaul, became interested in people with reading difficulties and termed the disability word blindness (Lawrence, 2009, p.11). This term was used in medical journals until 1887 when Rudolf Berlin, a German ophthalmologist, renamed the reading disability dyslexia (Lawrence, 2009, p.11). In Greek, dys implies difficult and lexia implies word, literally meaning difficulty with words. The analysis of this reading disorder carried over into the 1900s by Dr. James Hinshelwood, a Scottish eye physician (Lawrence, 2009, p.12). By the mid-1930s, dyslexia began to be seen more frequently in literature and in the mid-twentieth century, educational research started to be revealed. In the book Understanding Dyslexia, Lawrence states The view of dyslexia might be a different way of learning probably began with the work of Gardner (1983) with his theory of multiple intelligence (2009, p. 16). Today, dyslexia is a common known learning disability that affects a large percent of children, as well as adults.

DYSLEXIA: DISABILTY OR GIFT? Dyslexia is the most common learning disability and it accounts for about eighty percent of the different learning disabilities (Donfrancesce, el al., 2010, p.176). According to Trafton, five to seventeen percent of U.S. children deal with the difficulties of dyslexia (2011). Donnelly states in her book Coping with Dyslexia that the National Institutes of Health suggests that some 2.4 million school age children are challenged with dyslexia in the United States (2000, p.10). The Diagnostics Statistics Manual-IV states that sixty to eighty percent of individuals are male, partially because they repeatedly exhibit disruptive behaviors (2000). In the past, it was thought that dyslexia was more common in boys than in girls, but as research progresses researchers no longer felt this was factual (Landau, 2004, p.11). The disorder has been found to occur at more equal rates in males and females when careful diagnostics ascertainment and stringent criteria are used rather than traditional school-based referral and diagnostic procedures (American Psychiatric Association, 2000). Theories are still being researched but it is still a battle to find the origin of dyslexia. Allen suggests that some of the most influential evidence for a neurobiological basis comes from data resulting from functional magnetic resonance imaging (fMRI) (2010, p.21). The e fMRI allows researchers to see which parts of the brain are getting the most blood (Gorman, et al., 2003). An article in Time states (Gorman, et al., 2003): Neuroscientists have used fMRI to identify three areas of the left side of the brain that plays key roles in reading. Scientifically, these are known as the left inferior frontal gyrus, the left parieto-temporal area and the left occipito-temporal area. But for our purposes, it is more helpful to think of them as the phoneme producer, the word analyzer, and the automatic detector.

DYSLEXIA: DISABILTY OR GIFT? Multiple fMRI reports suggest that there is a malfunction in the brain that does not allow an individual with dyslexia to retrieve the word analyzer and the automatic detector (Gorman, et al., 2003). In addition, dyslexics tend to compensate for the problem by over activating the phoneme producer (Gorman, et al., 2003). Many researchers believe that reading is the most complicated operation that our brain is compelled to achieve (Davis & Braun, 1994, p.33). Children are at higher risk of being challenged by dyslexia if they have parents that have the genetic trait. Statistics show that one-quarter and one-half of the children born to a dyslexic parent will also be dyslexic (Allen, 2010, p.22). Although, this does not mean that they will have dyslexia but probability is there. Twin and family-based studies have shown that DD (developmental dyslexia) is highly familial and also heritable and complex, involving multiple risk factors, both genetically and environmentally (Scerri & Schulte-Korne, 2010. p.182). According to Dr. Sally Shaywitz, (as cited in Donnelly, 2000, p.13) a pediatric professor at Yale University School of Medicine, dyslexia is a functional interruption in the brain. Studies being done in the United States and England show that the DCDC2 gene located on chromosome 6 have been linked with reading and spelling disabilities. According to the News Medical, The gene appears to have a strong linkage with the processing of speech information when writing (2005). Some early signs of dyslexia include difficulty identifying words, phonic sounds, sequencing sounds in syllables, spelling, and remembering what was read (Donnelly, 2000, p.11). Other signs to look for include organizing written and spoken language; memorizing number facts; and reading fluency and comprehension (DYSLEXIA, 2010). Most generally, dyslexia is not detected until a child enters school. Having dyslexia does not always mean that the individual writes words or letters backwards. Many children when beginning to write commonly reverse

DYSLEXIA: DISABILTY OR GIFT? their letters, so that is not a direct sign a child is affected by dyslexia. It also does not mean that an individual cannot read; they just may be delayed and may not be reading at the expected grade level. Allen states that there is no one magical test that diagnoses an individual with dyslexia and that many factors are used to determine the disability, such as information from parents, teachers, and assessments targeting their weaknesses. (2010, p.22). The earlier this disability can be detected the easier it will be to get a routine down in which the students can be adequately assisted. Dyslexia affects cognitive functions such as phonology, perception, attention, and memory (Pavlidou, Kelly, &Williams, 2010, p.144). Some struggle with uniting the letter with the sound. It is difficult for them to decipher words into small units of sounds know as phonemes (Landau, 2004, p.24). Spelling is another complication among children with dyslexia. According to Hannell, students develop a learn and forget plan when it comes to spelling (2004, p.46). They may be able to retain the words until the test and then they are inclined to forget how to spell them at a later time. Attention is also a major issue among individuals with dyslexia. Many students are easily distracted and have trouble comprehending what has been said but once they learn to overcome this barrier it will allow them to concentrate at the task at hand. Lastly, memory is affected by dyslexia. The short term memory is mostly altered by this disability. Dyslexia modifies how one recalls sequenced information, for example multiple instructions, days of the week, multiplication tables, and arrangement of letters in spelling (Hannell, 2004, p.74). On the other hand, long term memory is more precise when it comes to retaining information. Landau states that some people with dyslexia struggle with balance and coordination (p.34). This can cause an obstacle for an individual with dyslexia to participate in sports or physical

DYSLEXIA: DISABILTY OR GIFT? activities. This can also be frustrating while doing simple tasks such as songs or games that require someone with dyslexia to distinguish their left from their right. Another effect of poor coordination is inadequate handwriting. Students may have a hard time staying in between the lines and it may appear sloppy. They can also exhibit poor eye-hand coordination which might make them feel clumsy. These simple tasks can ultimately lead to social and emotional barriers, as they progress in life. Students who have been diagnosed with dyslexia can suffer socially and emotionally. When they know that they have a learning disability, they tend to feel that they are stupid and incompetent to perform the tasks that are asked of them. Students feel pressured to keep up with the other students and if they fall behind they are made fun of by their classmates. They often suffer from low self-esteem and low academic achievement (Gibson & Kendall, 2010, p.187). The title of a positive diagnosis of dyslexia contributes to how the student feels about his/her self. According to Humphrey and Mullins (as cited in Glazzard, 2010, p. 63) research has revealed that teachers have an impact in the students self-esteem growth and unethical treatment can influence a negative self-assurance. As stated in Time new research shows that children with dyslexia are more likely than non-dyslexics to drop out of school, withdraw from family and friends, or attempt suicide (Gorman, et al., 2003). In addition, bullying has become an issue with students that have learning disabilities because they are slower than most students. When a person knows that they have dyslexia, it can lead to depression or anxiety. On the other hand, others feel a sense of relief because they know what is wrong and can work on dealing with the issue. In dealing with the disability, an individual can use their strengths to conquer their weaknesses (Donnelly, 2000, p.28). Students with dyslexia face many obstacles including keeping up with homework and finishing assignments on time, timed tests, correctly

DYSLEXIA: DISABILTY OR GIFT? reading directions, memorizing, and listening to lectures (Burling, 2011). Students with reading problems take more time to complete tasks, may exhibit fatigue, poor time management, and they may be slow to respond (Pierce, 2010). This alone can be disruptive to an individuals ability to do well in school. If the disability is discovered at a young age, the more likely the student will have the ability to succeed educationally. During school years, students can be placed with an Individualized Education Program (IEP) that will help them identify an appropriate way to learn. Most individuals with dyslexia are highly intelligent and with proper help at school and home, students can academically succeed. By making a list of strengths and weaknesses, setting goals, and know what goals have been set for the following school year will help in setting up an IEP (Donnelly, 2000, p.49-50). Accommodations are then made by the individual, teachers, parents, and counselors for the student. These accommodations are reviewed on a yearly basis which allows the students to know where they are academically and can make the proper revisions as needed. Statistics show that thirty-five percent of undergraduates that have untreated learning disabilities will not complete their education. While sixty-two percent, one ear after graduation will be jobless. In addition, sixty percent of illiterate adults were discovered as having a hidden learning disability (Landau, 2004, p.51). Dyslexia can be a hindrance in a students life, but if it is recognized and provisions are made then they can succeed in society. Burling states that coping with dyslexia is a lifelong struggle, but skills can be developed to help them overcome those problems (2011). Although there is no quick fix for those who struggle with this learning disability, there are steps that can be taken to ensure a successful academic life. A significant action would be to learn self-discipline by taking simple steps such as (1) sitting in front of the classroom away from distractions, (2) never skip classes, (3) keep

DYSLEXIA: DISABILTY OR GIFT? school material organized, (4) use technology when possible, (5) keep a list of words that are commonly mixed-up, (6) do not wait till last minute to start projects, (7) learn to ask questions, and (8) take several breaks to release stress (Donnelly, 2000, p.41-42). It is essential for an individual with dyslexia to stay focused on what is being taught in the classroom. Dyslexia does not mean that someone is stupid; it just means that they are different and they have to apply themselves more than those who do not have the disability. Someone who experiences the disadvantages of dyslexia can one become an inventor, engineer, famous athlete, artist, author, or a political leader. Dyslexia affects people differently, not all individuals with the disability have the same types of dilemmas. However, there are common traits that most people with dyslexia share. In the Gift of Dyslexia, Davis and Braun state that (1994): the gift of dyslexia is developmental. It has to grow. It must be created by the dyslexic. Over time it changes. Often it doesnt fully develop until the dyslexic has been out if school for a number of years. Perhaps the intervening years are a sort of recovery period. The eventual gift of dyslexia is the gift of mastery. The dyslexic will be able to master many skills faster than the average person could comprehend or understand them (p.91). It is comparable to an ah-ha moment, something triggers and certain details begin to fall into place. Once the individual figures out what their strengths and weaknesses are, it is easier to overcome the obstacles dyslexia causes. When teaching a student with dyslexia, the teacher and parents should be understanding to the students needs. They should teach the students to be autonomous and so they do not have to rely on others to help them. Teachers and parents should set goals for the student that are obtainable and praise them when they reach a goal. According to Bogdanowicz, some basic rules to apply

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DYSLEXIA: DISABILTY OR GIFT? when teaching are using an individual approach, revise, help students concentrate, be well organized, teach through their strengths, give short exact instructions, and let them do by learning (2006, p.26). Use appropriate materials when interacting with students with dyslexia. Suggested material should have large fonts, a clear layout, picture or diagrams, uniform color coding, and listening material (Bogdanowicz, 2006, p.26). According to Hurford (1998): The increase demands on teachers that inclusion occasions and the quality of teacher training are two of the major issues that affect the chance of dyslexia (and all other students, of course) in regular public schools. Both have been subject of concern for more than two decades, and both are still problematic. Public Law 94-142 (1975) provides mainstreaming, or inclusion, in the regular classroom of handicapped students as long as the students needs could be met there, in addition to authorizing other services, such as individualized instruction in resource rooms (p. 150). For a teacher to adequately teach a student with dyslexia or any other learning disability, he/she must know what the best approach is to successfully educate that student. They must have knowledge about dyslexia and how it affects the student because each student is different. No Child Left Behind (NCLB) was signed on January 8, 2002 by George W. Bush in hopes to mandate better quality in teaching qualifications, among other factors (Thomas). These students have been mainstreamed into the general education population and the teacher should be aware of the difficulties dyslexia may cause. On the other hand, this could possibly help some students because they may not feel excluded from their peers. Multisensory teaching is one of the most generally used teaching methods for students with dyslexia (Donnelly, 2000, p.22). The multisensory methods in Donnellys book, Coping with

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DYSLEXIA: DISABILTY OR GIFT? Dyslexia, includes phonology and phonological awareness, sound-symbol awareness, syllable instruction, morphology, syntax, and semantics (2000, p.23-24). According to the International Dyslexia Association, Dr. Samuel Torrey Orton first began using the multisensory method in the mid-1920s (2000). This method includes a combination of visual, auditory, and kinesthetictactile to improve memory and learning. (The International Dyslexia Association, 2000). By teaching students with dyslexia with this technique, it would allow them to discover what would work best for them. It allows structure in learning and numerous ways to tackle dyslexia. If a student is having trouble reading, they should have an assessment done, as soon as possible. Dr. Sally Shaywitz states (2003): Diagnosis is the essential first step in successfully teaching a dyslexic child to read the earlier, the better. Because I have witnessed so many parents lose precious time by wanting to wait a little longer or give it time, I want to remind you that no amount of denial or rationalizing will change the situation; it only puts your child further behind and damages his self-esteem. A child needs help before he fails (p.257). There are several tests that can be administered to evaluate phonologic skill such as the Phonological Awareness Test (PAT), Comprehensive Test of Phonological Processing (CTOPP), and Rosner Test of Auditory Analysis (Shaywitz, 2003, p.146). All of these tests are conducted around five years of age. Kindergarten and first grade teachers use Multi-grade Inventory for Teachers (MIT) to assist in envisioning which students will have problems in reading (Shaywitz, 2003, p.147). Intelligent quotient (IQ) tests are not an adequate test to evaluate a child who may have dyslexia because most of these students have high IQs. People with dyslexia may battle with proficiencies of reading and writing, but meanwhile they can do extremely well at big picture thinking (Mossop, 2011, p.68). Furthermore, Mossop

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DYSLEXIA: DISABILTY OR GIFT? states that people with dyslexia frequently prefer to thinking in narrative form, a proclivity that makes them natural storytellers, and they tend to have exceptional spatial navigation skills, visualizing 3-D structures with ease (2011, p.68). Other abilities that people with dyslexia share are (1) ability to alter and create perceptions, (2) extremely aware if environment, (3) more enquiring that average, (4) think in picture, and (5) they have graphic imaginations (Davis & Braun, 1994, p.5). Dyslexia is not a reason to give up on a future, just take a look into the past. Most people with dyslexia have underlying talents and are exceptionally gifted. Thomas Edison was thought to be mentally ill; his mother removed him from school and began teaching him at home. He went on to invent the light bulb and the motion picture camera. Leonardo di Vinci was thought to be dyslexic because of his handwriting and he was a great Italian Renaissance painter who painted the Mona Lisa and the Last Supper. John F. Kennedy, Magic Johnson, and Agatha Christie were all affected by dyslexia (Sagmiller, 2003-2011). The above mentioned people were able to overcome the obstacles and become great leaders, inventor, athletes, and artists by using their strengths to succeed in life. More than likely, these individuals may have known that something was wrong, but may not have known that it had a title. So, is dyslexia really a disability or can it be a gift? Looking at the information, dyslexia could defiantly be a gift if the individual exerts themselves to do their absolute best.

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DYSLEXIA: DISABILTY OR GIFT? References Allen, H.E. (2010). Understanding Dyslexia: Defining, Identifying, and Teaching. Illinois Reading Council Journal, (38(2)), 20-26. American Psychiatric Association(Ed.). (2000). Diagnostic and Statistical Manual of Mental Disorders (Fourth ed.). Bogdanowicz, K. (2006). A short introduction to dyslexia. Young Learners, 2(36), 22-28. Burling, A. (2011). Dealing with Dyslexia. Scholastic Choices, 26(6). Davis, R. D., & Braun, E. M. (1994). The Gift of Dyslexia (Third ed.). Burlingame, California: Ability Workshop Press. (Original work published 1994). Donfrancesco, R., Iozzino, R., Caruso, B., Ferrante, L., Mugnaina, D., Talamo, A., & Masi, G., (2010). Is season of birth related to developmental dyslexia? [Special Section]. Annals of Dyslexia, 60(2), 175-182. doi:1031007/s11881-010-0037-6 Donnelly, K. (2000). Coping with Dyslexia. NewYork: The Rosen Publishing Group, Inc. DYSLEXIA. (2010). Instructor, 120(1). Gibson, S., & Kendall, L. (2010). Stories from school: dyslexia and learners voices on factors impacting on achievement. British Journal of Learning Support, 25(4), 187-193. doi:10.1111/j.1467-9604.2010.01465.x Glazzard, J. (2010). The impact of dyslexia on pupils self-esteem. British Journal of Learning Support, 25(2), 63-69. doi:10.1111/j.1467-9604.2010.01442.x Gorman, C., Cuadros, P., Land, G., Scully, S., & Song, S. (2003) The New Science of DYSLEXIA, Time, 162(4)(52). Hannell, G. (2004). Dyslexia: Action Plan for Successful Learning. Minnetonka, MN: Peytral Publishing, Inc.

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DYSLEXIA: DISABILTY OR GIFT? Hurford, D. M. (Ed.). (1998). To Read or Not To Read. New York, NY: Simon & Schuster Inc. Landau, E. (2004). Dyslexia. Canada: Scholastic Inc. Lawrence, D. (2009). The history of dyslexia. In Understanding Dyslexia: A Guide for Teachers and Parents (pp. 9-19). United Kingdom: McGraw-Hill. Mossop, B. (2011). The Dyslexic Advantage: Unblocking the Hidden Potential of the Dyslexic Brain. Scientific Mind, 22(4), 68. News Medical. (2005, November 7). Genetic link to dyslexia. Pavidou, E. V., Kelly, M. L., & Williams, J. M. (2010). Do Children with Developmental Dyslexia Have Impairments in Implicit Learning? Wiley InterScience, 143-161. doi:10.1002/dys.400 Pechman, R. (2010). D is forScholastic Parent & Child, 18(2). Sagmiller, G. (2003-2011). Dyslexia My Life. Scerri, T. S., & Schult-Korne, G. (2009, November 29). Genetics of developmental dyslexia. EUR Child Adolesc Pyshiarty, 179-197. doi: 10.1007/s00787-009-0081-0 Shaywitz, S. (2003). Overcoming Dyslexia. United States: Alfred A. Knopf. The International Dyslexia Association. (2000). Multisensory Teaching. Thomas, L. G. (n.d.). Prevention First. In No Child Left Behind Prevention and Partnership. Trafton, A. (2011). A New View on Dyslexia. Technology Review, 114(2)(M8).

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DYSLEXIA: DISABILTY OR GIFT?