TARACAT’s “Dyslexia” Research Paper
Spring 2000
TaraCat’s “Challenges of Dyslexia”
TARACAT’s “Dyslexia” Research Paper
Spring 2000
The Challenges of Dyslexia
Cathy Ann Abernathy
Jacksonville State University
Overview
I have become aware that I have had problems my whole life with various aspects of learning, remembering, directions; and other inconsistencies with my “B” average high school graduating standing. I often have to re-read a page if interrupted by someone; losing my place on a page has often prompted me to use my finger to keep my place — or simply to set the book aside, until late at night when there are little or no distractions to break my concentration on the text in front of me.
Yes, I am now enrolled in graduate school. No, the problems are not the same degree from day to day; some days are worse than others — the days I spent typing this paper were some of my best days (for concentration) so far this calendar year.
What is my disability? Is it curable? How did I get it? Does it mean I have minimal brain damage? Each of these questions will be answered, through the resources sited in the following pages. Enjoy reading them…remember if it gives you a headache to read today — try again tomorrow! Determination pays well in the end.
The Challenges of Dyslexia
The challenges of dyslexia are wide-ranging the different types, and degrees of learning disabilities that it encompasses. The goal of this research paper is to understand how education, self-knowledge, useful techniques, determination, and an informed public can influence the often neglected dyslexic student to succeed — become a happy contributing member of society.
What is dyslexia?
“Many different definitions of dyslexia have been used by teachers. Terms that are often used interchangeably with dyslexia are “reading disabled” or simply “learning disabled.” The World Federation of Neurology defines dyslexia as “a disorder manifest by difficulty in learning to read despite conventional instruction, adequate intelligence and sociocultural opportunity.”
“The Waysiders: Reading and the Dyslexic Child” has my pick for ‘frankness’ of what dyslexia is; and what it isn’t:
“Dyslexia is not a disease. Nor is it a syndrome, ailment of infirmity. Dyslexia is a symptom resulting from one or more of various neurological impairments…Visual and auditory perception are brain functions which have no relationship to the functions of the eyes and ears. A child may have 20/20 vision, but if he has visual imperception he fails to distinguish between shapes or patterns. New eyeglasses or larger type will not help his problem…No one should have the slightest difficulty accepting the fact that such neurological disorders exist. We all understand there are individuals with the capacity to be great artists, blending oils and watercolors into canvases of great beauty and significance. We also understand that there are individuals who are color-blind…If a person is color-blind or tone deaf, he is not considered handicapped. His is an inconvenience, perhaps, a brain dysfunction which robs him of some of the esthetic joys of life…Along with his [dyslexic's]]]>
R.M.N. Crosby, M.D.’s (with Robert A. Liston) book goes on to explain what inaccurate assumptions the four support groups [Parents, Physicians, Psychologists, and Teachers] SHOULD NOT accept as fact about dyslexics.
“If we are going to recognize, understand and assist these dyslexic children in the fundamentally important task of learning to read, [we] must discard some preconceived notions. First these children are not mentally retarded…The dyslexic child is absolutely no different from the rest of mankind. Unfortunately, his neurological peculiarities happen to make it hard for him to read and write, and it is exceedingly difficult for him to plan his life around these limitations.
Another notion that has to go is that dyslexics are “brain damaged children. We must discard the idea that these children have a disease of the brain or have sustained a brain injury…”
The most prominent ‘trait’ for dyslexia is genetics. In most cases dyslexia can be traced through ancestral lines; with the majority of children suffering from dyslexia being male, left-handed, who have birthdays during the summer months. This is only a general list of common traits; exact numbers and ratios of male to female dyslexics have not been researched — historically the male children were the ‘bread-winners, and key family financial supporter’ — only in recent decades; have women been seen of equal importance in academic/business arenas.
Older research studies focused on males, because they were the ‘more important’ subjects to learn about (what a large bias this would be today, right?).
“Ever since dyslexia was identified late in the 19th century by German and British ophthalmologist, it has been studied and debated. It is still an unsolved problem. Because it is unaccompanied by outward scars or detectable neurological damage, and because its bizarre symptoms vary from victim to victim, some professionals insist that the problem doesn’t really exist as a separate entity…Yet frustrated classroom teachers, agonized parents and humiliated victims know that something — something unique and devastating — is there.
Vice President Nelson A. Rockefeller is one of the most eminent dyslexics [then] now living. ‘I often see letters and numbers backwards,’ he says, ‘or even think them backwards.’ Rockefeller never mastered spelling. Yet he graduated cum laude from Dartmouth College, and earned a Phi Beta Kappa key.
There was no secret cure behind Rockefeller’s success in overcoming his handicap. They key was simply learning to cope. Coping to him meant concentrating very hard when something had to be read…General Patton had even harder sledding. At 12 he still could not read. It took him five years to get through West Point, and at that he made it only by laboriously memorizing his textbooks word for word.”
How does dyslexia affect school and achievement?
“Dyslexic students have normal to high intelligence quotients. Most often the biggest obstacle they have to overcome is the method by which they learn…With proper support and guidance, the dyslexic student can reach as far academically as their perseverance allows. It is not uncommon for LD students to attain high school diplomas and go on to two and four year college degree programs…”
In a sense, most dyslexic children are ‘ugly-ducklings’; that feel awkward until they realize that they have certain abilities that their classmates don’t. Yet other dyslexics do not realize their full talents until after they leave school, and begin a career which uses the ‘gifts’ that go along with being dyslexic. ["Gifted, but Learning Disabled"]
Here are a few documented facts about dyslexia:
“Government statistics show 25,000,000 Americans — one in ten are functionally illiterate. The primary cause is dyslexia or one of its many variations, such as ADD or dysgraphia.”
“This [dyslexia] doesn’t mean they are stupid. Leonardo da Vinci, Einstein, Churchill, Walt Disney, Whoopi Goldberg and Greg Louganis were considered “dummies” during their early years of school…”
NOTE: Famous dyslexics have been involved in government; the arts: acting, music, sculpting; business: computer companies, financial trading, industry; science, medicine, education, and many other areas. For further individuals who have Dyslexia, dysgraphia or ADD; look at the back of this document for supplemental pages — on resources, facts, and theories/techniques to help dyslexics to ‘live’ with their unique perceptions.
“Many ‘learning disabled’ people become highly successful once they escape school. They think they have a knack for doing something without realizing that it stems from the same cause as dyslexia — their ability to mentally combine imaginary and real world items in a creative or intuitive way.
This talent can play havoc with reading and writing, but is highly useful for the arts, engineering, sports, strategy, salesmanship, and invention.”
Dyslexic students are “visual learners”, often they suffer from inaccurate or incomplete listening skills. What is a visual learner?
“A visual-spacial learner is a student who learns holistically rather than in a step-by-step fashion. Visual imagery plays an important role in the student’s learning process. Because the individual is processing primarily pictures rather than words, ideas are interconnected (imagine a web). Linear sequential thinking — the norm in American education — is particularly difficult for this person and requires a translation of his or her usual thought processes, which often takes more time…
Visual-spacial learners who experience learning problems have heightened sensory awareness to stimuli, such as extreme sensitivity to smells, acute hearing and intense reactions to loud noises. They are constantly bombarded by stimuli; they get so much information that they have trouble filtering it out…Visual-spacial learners have amazing abilities to “read” people. Since they can’t rely on audition for information, they develop remarkable visual and intuitive abilities, including reading body language and facial expressions…”
Dyslexic students can learn! It takes a concerted effort; with support from educators, counselors, professionals (ophthalmologist, medical doctors, etc.), parent/siblings; and the dyslexic student — for the child to be ‘successful’ in learning.
Is there a cure? What treatments, training/teaching techniques seem to get the best results? Thousands of Internet pages/web sites are related to recognizing, living with, and treating dyslexia. Many techniques have been tried, with varying degrees of success; beginning with the man who published his findings on “word blindness”, (also known as “strephosymbolia”) in 1937 — Orton. But the condition can be traced back as far as 1896:
“As far back as 1896, Morgan first reported suspected cause [for dyslexia] through various methods, techniques and materials. The medical profession made strides in research on etiology, believing that a form of brain dysfunction caused dyslexic patterns. Educators took the stand that poor and inappropriate instruction were the main factors. Today, educators attempt to identify deficient reading behaviors and design appropriate reading skills [programs] accordingly.”
For teachers on the elementary school level, the most common techniques to instruct dyslexic students, include: reading remediation; phonics programs balanced with the use of traditional ‘See Spot run.’ readers; use of tape recorders, ‘speaking computer software’, as well as — individual tutoring — when the teaching situation allows for such one-to-one interaction.
What is the secret to dyslexics becoming ‘successful learners’?
“A key component in the recovery of motivation [self-esteem] for visual-spacial learners is experiencing success. Individual tutoring should be sought to help these students learn to use their strengths and build their feelings of competence. Sincere praise works wonders. Spatial learners often excel at activities such as Legos, computer games, or music. Any skill in which these young people experience success should be encouraged and nurtured. Their skills, interests and hobbies may lead to careers in adult life.”
Educators and Professionals Challenge — Recognition and Treatment of dyslexia.
A most prominent challenge to professionals/educators is recognizing a dyslexic child. Another challenge is becoming informed, trained or consulting with informed professionasl who have a background working with dyslexic people. One final piece of the ‘challenge puzzles” — HOW to instruct the dyslexic student!
Let’s begin with the beginning: recognizing the dyslexic student. What are the ‘signs’ of being dyslexic? According to the Dyslexia Institute of Great Britain:
“If you answer ‘yes’ to most of these questions you may like to think how you can adapt your teaching style.
* Does this child puzzle you?
* Is the standard of his work erratic?
* Does the standard of his reading and written work fall below your expectations of his ability?
* Is he unable to remember a list of instructions?
* Is he able to read a word on one line and unable to recognize it further down the page?
* Does he spell the same word in a variety of ways?
* Does he have difficulty copying from the blackboard?
* Does he confuse symbols, e.g. in maths +, x, ?
* Does he use spoonerisms, e.g. par cark?
* Does he surprise you by the amount of effort he puts into his work and the little he has to show for it?
* Is he clumsy in some respects, but very good in others, e.g. manipulating things like “Legos”?
* Is he the classroom clown?
* Is his concentration poor?
* Are his difficulties so severe that he needs specialist help? If so, can you set it in motion?”
“Delayed recognition is almost standard procedure with respect to children currently discussed [dyslexics]. It is the rule and not the exception…” This is according to William M. Cruickshank, Ph.D. He goes on to explain,
“We tend to approach this issue in an ostrichlike manner until forced into recognition either by behavior-management problems or by severity of resultant learning failures…”
He gives several major factors that contribute to delayed recognition of students with dyslexia:
Too much confusion about what to call the disorder –
“First, there is confusion in defining dyslexia. If the child diagnosed as dyslexic in Philadelphia moved to Bucks County, 10 miles north, he would be called a child with a language disorder. In Montgomery County, Maryland, a few miles south, he would be called a child with special or specific reading problems…In Florida and New York state, he would be called a brain-injured child…”
Are you keeping up with these ‘labels”, it is amazing but those were just a few:
“Since 1955, forty-three different terms, generally referring to the dyslexic child, have appeared in literature. Fortunately, although the name for the disorder may change, the child remains the same. This confusion in terminology makes it difficult for educators and those people legally responsible for implementation of programs to meet the needs of these youngsters either in terms of direct service…in training of teachers and others.”
Under-trained(or un-trained) medical, psychological, and educational personnel –
“Second, the problem of delayed recognition is due in part, to the infancy of efforts. Thirty years ago only a handful of professional people were aware of dyslexia not only in the United States but also in other countries….We hear this is a psycho-educational problem, but the number of teachers or psychologists who have sufficient background in neurology, ophthalmology, pediatric psychiatry, and other disciplines that must be brought into focus is practically negligible.”
Undeveloped interaction between professional of psychology/medicine and the educational institutions –
“Third, …delayed recognition is complicated by the fact that an interdisciplinary attack is mandated. However, we have had, at best, multi-disciplinary efforts, not interdisciplinary attacks; the two concepts are quite different. If we are honest, the involved disciplines have no history of close or continuous endeavor…Thus, children suffer. When we can make this effort, children profit…”
Fourth,…[recognition] is complicated by the fact that in the research area there are too few down-to-earth, solid programs in any of the professional fields. Thus, all professional consultation is hesitant, and most children are not discovered until the second or third grade when they have already failed to learn to read…”
Students’ challenge — Dyslexia’s ‘down’ side.
School-age students who have learning disabilities, specifically one of many forms of dyslexia-type disorders; are at a loss for words…literally. They appear bright, charming, quick thinkers, and excel at many things — until they arrive at grade one. Then they are confused, frustrated, and try to grasp as to why they have such a hard time understanding symbols on a page — letters, numbers, etc.
Derick Hoppe has this to say about dyslexia,
“One of the most common forms of learning disabilities is dyslexia. Dyslexics have a different way of thinking. They think visually, in pictures, opposed to words. Visual thinking is faster and allows for conceptualizing in a way that cannot be matched by verbal thought…”
And he gives this definition of Dyslexia and other learning disabilities
“Learning disabilities are a permanent impairment of the central nervous system — the brain and spinal cord — that interfere with the human brain’s ability to process information in the usual way.
Although there are many kinds of disabilities, this group of people typically has difficulties in the following areas: understanding, remembering and producing spoken or written language (e.g. reading, writing, spelling); remembering their way through space; copying (e.g. in math)organizing; understanding and estimating time; planning tasks through time; noticing and remembering social information; motor coordination; having an adequate repertoire of behavioral possibilities; behaving in a manner that is appropriate for the occasion…”
The greatest challenge for the student with dyslexia, is to come to grips with the fact that they think differently from other people — not slower, not incorrectly, just “DIFFERENTLY”. The massive amount of research already done on the causes, agitators to the condition, gender and genetic basis for dyslexia — is saturated with biases, from educators, professionals in the fields of medicine, psychology, and counselors who have helped many dyslexic individuals — with their “own brand” of treatment. Some techniques seem more effective than others…but only if the student is positively motivated by parents, educators, peers, and counselors that they CAN succeed.
Hoppe goes further in describing LD (dyslexia, and others),
“Having a learning disability is like poor reception on your TV or radio. Incoming and out going information may be scrambled, fuzzy, or distorted as it passes to and from the eyes, ear, skin and the brain.
The degree in which each individual is affected is as different as each individual. A disability in some cases is inconsistent. Some days it will seem like it does not exist, other days it may seem like it is overwhelming. It may seem prevalent in grade school, disappear in college and reappear later in life.
Often LD students have a discrepancy between the level of academic achievement and their potential or comprehension. Having a learning disability is frustrating, and can cause low self-esteem which can lead to behavioral problems because that student would rather be known as a bad student instead of stupid….LD students become good manipulators and cheaters. It is not uncommon for LD students to drop out of school or to be passed through the system, never mastering the skills necessary for academic success and post-secondary training for employment.”
Dyslexia’s ‘gifts’ (up side)
Hoppe give an excellent summary of the positive traits which often accompany the problems that dyslexics face,
“Also they [Dyslexics] have the ability of multi-dimensional thought which uses all senses. Dyslexics have the ability to perceive their thoughts as reality, to see mental images vividly. This thought process enhances the creative process. For example a sculptor may visualize and refine a statue even before first setting a chisel to stone.
Because dyslexics have the ability to experience thoughts as reality, they also have the gift of mastery. Mastery is a level of learning where conscious thought is no longer required.
For example, most people could read book about juggling, but would not acutely master the skill except through actual experience. Because dyslexics can apply multi-dimensional thought to intellectual learning, they have the ability to master whatever they choose to study.”
In the first chapter of his book “The Gift of Dyslexia,” Ronald Davis explains its positive attributes:
“Once as a guest on a television show, I was asked about the “positive” side of dyslexia. As part of my answer, I listed a dozen or so famous dyslexics. The hostess of the show then commented, “Isn’t it amazing that all those people could be geniuses in spite of having dyslexia.”
She missed the point. Their genius didn’t occur in spite of their dyslexia, but because of it!…
Having dyslexia won’t make every dyslexic a genius, but it is good for the self-esteem of all dyslexics to know their minds work in exactly the same way as the minds of great geniuses. It is also important for them to know that having a problem with reading, writing, spelling, or math doesn’t mean they are dumb or stupid. The same mental function that produces a genius can also produce those [reading] problems.
The mental function that causes dyslexia is a gift in the truest sense of the word: a natural ability, a talent. It is something special that enhances the individual…”
Abilities? Yes, as varied and as unique as the individual student. Davis goes on to say:
“Dyslexics don’t all develop the same gifts, but they do have certain mental functions in common. Here are the basic abilities all dyslexics share:
1. They can utilize the brain’s ability to alter and create perceptions (the primary ability).
2. They are highly aware of the environment.
3. They are more curious than average.
4.They think mainly in pictures instead of words.
5. They are highly intuitive and insightful.
6. They think and perceive multi-dimensionally (using all the senses).
7. They can experience thought as reality.
8. They have vivid imaginations.
These eight basic abilities, if not suppressed, invalidated or destroyed by parents or the educational process, will result in two characteristics: higher than normal intelligence, and extraordinary creative abilities. From these the true gift of dyslexia can emerge — the gift of mastery.
The gift of mastery develops in many ways and in many areas. For Albert Einstein it was physics; for Walt Disney, it was art; for Greg Louganis, it was athletic prowess.”
Professionals’ challenge — Recognizing dyslexics and helping them cope with its effects
Is there a physical characteristic that dyslexics have that other people do not? This along with a ‘reliable’ method of predicting or preventing the condition of dyslexia has been a pursuit of medical doctors, psychologists, educators, and many other brilliant people.
According to the National Institutes of Health, Bethesda, Maryland (1996) –
“[The] Prognosis for those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people, producing different symptoms and varying degrees of severity, that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program.”
But is there a way to predict, prevent or “cure” the symptoms of dyslexia? The vote on these three realms of research is still ‘inconclusive’.
“Research: The NINDS [National Institute of Neurological Disorders and Stroke] and other institutes of the National Institutes of Health, including the National Institute of Child Health and Human Development and the National Institute of Mental Health, conduct research on dyslexia. Current [as of 1996] research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological basis of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability.”
One such in-depth research study deals with “Functional Magnetic Resonance Imaging of Early Visual Pathways in Dyslexia” Published in the Journal of Neuroscience (September 1, 1998) Their findings were as follows:
“Dyslexics showed reduced brain activity compared with controls both in primary visual cortex (V1) and in several extrastriate areas, including area MT and adjacent motion-sensitive areas (MT+) that are believed to receive a predominant M pathway input. There was a strong three-way correlation between brain activity, speed discrimination thresholds, and reading speeds. Subjects with higher V1 and MT+ responses had lower perceptual thresholds (better performance) and were faster readers. These results support the hypothesis for an M pathway abnormality in dyslexia and imply strong relationships between the integrity of the M pathway, visual motion perception, and reading ability…”
What makes the tasks of researching dyslexia and other reading disabilities difficult, is the ‘internal’ nature of its processes. The depths of the human brain is not totally understood; and the heart of dyslexia is the “thought processes” the student has when they are asked to reading, remember, understand/comprehend what the written symbols on the page means.
MRI, CAT-scans and several other recent medical imaging devices have given new insight to the inner workings of the brain; but the clues to what causes dyslexia are still ‘hypothetical’ in nature.
Yes, there have been physical characteristics seen in dissected dyslexic brain cells. However, not all of the individuals whose brain cells were studied displayed the same physical abnormalities. If there is one element that all dyslexics share, the trait has yet to be found.
The publication about MRI studies goes on to elaborate on their findings:
“Physiological studies have also provided evidence for visual deficits in dyslexia. First, visual evoked potentials (VEP) in dyslexics were reduced or delayed for stimuli with low spatial and high temporal frequencies. Second, in a functional magnetic resonance imaging study (fMRI) study, Eden et al. (1996) failed to find significant activity in MT+ during the perception of moving dots in dyslexic subjects, suggesting a possible developmental lesion in MT+.
Some of these physiological and psychological findings have not been replicated (Victor et al., 1993; Walther-Muller, 1995; Hayduk et al. 1996; Joannes et al., 1996; Vanni, et al. 1997). Consequently, the hypothesis for an M pathway deficit in dyslexia remains controversial…”
What does all this research mean to a child in a overcrowded classroom, in a poor community in Shelby County, Alabama. Not much, unless an educator takes notice that the student is struggling.
What are the challenges for parents? The biggest challenge for parents is to support and educate themselves about the many aspects of dyslexia; should their child(ren) be diagnosed with it. A multi-field approach, i.e. Parent, Physician, Psychologist, and Teacher, is the ONLY proven to be successful approach to helping a dyslexic child to learn; excel in their gifts; and become happy, contributing members of society.
CONCLUSION:
MY PERSONAL REFLECTIONS OF READING DIFFICULTIES:
I remember in early grade school — having to struggle with several words which sounded a great deal alike, even though I knew that both words were for different objects, or ideas (i.e. Free / three). I had a nightmare of a time trying to learn my multiplication tables (still have trouble with certain aspects of this today); and would get horizontal and vertical confused.
Now as I do research for this term paper, the descriptions of ‘dyslexic traits’ trigger memories of struggles I have had ALL my life.
I also remember my teacher (who taught me first, second and fourth grades, at a private school) giving me daily reading assignments, out of a “phonics” self-teaching program of materials. Perhaps she saw tendencies with my reading/writing of dyslexic traits…I can’t say for certain. I do remember spending a lot of time doing word-search puzzles (and I feel this gave me practice in looking for certain patterns to create words), and solving mazes.
Yet with these (hidden) problems, and many late nights doing home work (it wasn’t unusual for me to be awake until midnight finishing my assignments, during elementary school); I was considered to be very smart, and extremely shy…by most friends, and teachers.
[I like to read, don't get me wrong; but there have been days that I could not make sense of "words on a page" no matter how hard I tried to concentrate.] My motivation for reading is usually class assignments, or topics I am “obsessed with learning more about” (music, science, art, computers) – rarely do I read for fun the “fun of it”.
I do have an extensive collection of books, but do not read much at any given time, because I get ‘mentally drained’ after a certain number of pages; on a good night I might read two chapters – and it may take me around two-three hours.
“ACROBATIC LETTERS”
While under severe stress, after long periods of required reading, the written type on a page in a book does strange things: the best way I know to describe it is in ‘movie’ terms. The central item is zooming towards me while everything around it is zooming away at the exact same moment! (Researchers studying dyslexia call this “binocular difficulties” and attribute it to the dominance of one eye over other. Plus, the right-brain hemisphere seems to also be the dominant in these situations.)
Genetics, birth-month, teaching styles, self-image, right-/left-handedness, and many other traits are recurring elements that I can relate to. I am left-handed with drawing and writing; but use scissors, hammer, and throw a baseball right-handed..
TYPES/DEGREES of Dyslexia:
Now that I am about halfway through the graduate program in Counselor Education I have realized that maybe I should have gone for testing when I was still struggling in high school – I have looked into the matter recently, only to learn that testing is very expensive; and may only hinder my self-esteem more than help.
The reading I have done thus far all say that there are “degrees” of dyslexia. But I have yet to see a clear-cut description of what distinguishes various degrees/levels of this condition.
I can say that I do not have as much trouble reading as my dad seems to have, but more troubles than my brother does. I have also confusion on directions, scramble spoken sentences, and “blank spaces” when I try to remember names/dates/numbers.
On the other hand, I have become very at-home with computers since 1987, and learned that I have a flair for writing. Even so, I still struggle with organizing my home setting, lose items constantly, and have a limited attention span quite often.
The most prominent ‘trait’ for dyslexia is genetics. My brother, mother and I, have discussed how my father always tried to hide his “reading difficulties” – he felt ashamed when asked to give an order at a fast-food restaurant, or scripture while in church. Dad’s ‘gift’ was repairing electronics, mechanical items and re-building car engines. He seemed to be the happiest when he was ‘tinkering’ with something in his workshop, or making small rings out of bored-out machine nuts.
Byron, my brother, is an avid reader of ‘everything’ he finds the least bit interesting. He relates stories of how his favorite teacher would work with him to get the ‘feet’ of certain letters pointed in the correct direction (i.e. E/M; q/g; A/V; etc.). While in high school he did well in everything except math class — they frustrated him severely! Presently he holds down a full-time job running packing machinery, reads tons of stuff, has been painting a lot recently, and has drawn pictures every since I can remember!
Byron, has gotten to the point where the reading is total enjoyment; I have not. I enjoy reading, but lose my place quite often and have to begin again at the top of the page…this is very frustrating!
My mother has a Master’s degree in Mathematics, and has taught for over 30 years, even she never understood why I had such troubles with certain courses in high school and college. I failed speech class twice, and excelled in the handful of drawing, and engineering classes I enrolled in.
This also, seems to be consistent with another aspect of dyslexia: “Gifted but learning disabled” – Both my brother and I have the desire and ability to draw, write original stories, and remember large amount of trivia (his is topics: cars and movies; mine: popular music, movies, and literature/stories).
In high school, the first class I excelled in was “Drafting” (mechanical drawing), I could visualized the 3-D object(s) easily, and drew the corresponding views with relative ease. My other courses grades were average, up until I got my first six-weeks grade back in this class – after that ALL my grades gradually improved to the point I was admitted to the Beta Club, in the ninth grade.
College had a very similar pattern, I barely survived the first semester – with art and literature as my best subjects. I took until my third or fourth semester to learn what courses held my interest enough to do well. I have a confession to make…It took me twelve years — with struggles of classes, finances, family problems, and changing majors – before I was able to earn my undergraduate degree, in General Studies here at Jacksonville State University. Now, I face each day as it comes, whether it’s a good ‘reading’ day or a “really bad” day…coping, overcoming many struggles is the key to living with LDs.
– Cathy Ann Abernathy
April 25, 2000
“Challenges Of Dyslexia”
TEXT ONLY Version — of this paper
