Dyslexia

They say my cat is colour blind. Well she is too small to drive a car so being unable to differentiate traffic lights is unimportant. They say she is short sighted. She cannot tell the difference between a mouse and a piece of paper on a string - but she manages to catch both - most of the time. Yet when I look into her eyes they seem fine to me - but the pupils are shaped differently. Perhaps she has perfect eyes for a night time hunter.

Now when you gaze into the eyes of a dyslexic they seem to be fine too. Post-mortem examinations show motor connections of a dyslexics are different but not pathological. So possibly a dyslexics eyes are designed for slightly different functions from those of a normal person. It seems that dyslexia has only been around for a hundred years - since the introduction of universal education. I suspect it does not exist in China, and is of relative unimportance in Mexico. So why is it so much trouble in the western world, where it is calculated that one person in twenty is dyslexic?

The problem becomes apparent when a dyslexic is learning to read. The letters 'a' 'b' 'c' seem to be O.K. The problem starts with 'd'. The teacher names the letter (dee). Yet to the dyslexic 'd' is the same as 'b' only back to front. Later the teacher calls the letter 'p' (pee) but to the dyslexic it is just an upside down 'b'. Similarly 'q' is an upside down, back to front 'b'. So instead of 'b' having four different meanings determined by position - to the dyslexic it is the same shape with a constant meaning. The same occurs with 'n' and 'u', 'm' and 'w', 's' and 'z' - therefore instead of 26 letters to use the dyslexic is reduced to 16. Since the dyslexic cannot describe to the teacher what they see, and the teacher cannot describe the opposite to the dyslexic, somebody has to be crazy. Since the dyslexic is usually smaller (young) and the teacher is usually larger (older), obviously the dyslexic is the crazy one!

When identifying a dyslexic assume that they are blind and teach accordingly - all information must go in through the ears and all response must come out through the mouth i.e. someone must read the information to the dyslexic and the response from the dyslexic must be on a tape recorder. Some dyslexics work this out for themselves but it is only a temporary expedient until the dyslexic learns to read by his own (almost) unique method.

Most of us learn to read first and then to write second - copying the letters that have been acquired through reading. The dyslexic must reverse this process i.e. learn to write first and then to read second.

So first blind-fold the dyslexic (for dramatic purposes!) teach them to touch type using phonic values for each key and NOT letters and once they start to type words teach them to identify word shapes not letters. The Chinese use ideograms for writing which is why I suspect there are no dyslexics in China. The Mexicans insist on phonetic spelling which is why dyslexia is a minor problem for them. Dyslexics will always have a 'problem' with spelling but this was caused by Dr. Samuel Johnson' insistence on standardised spelling, and not the dyslexic, and his Johnsons shoulders were broad enough for him to accept the blame.

Word processors can be of some help with spelling, but it is now being discovered that dyslexics can be computer - blind as well. This is probably caused by the similarity in shape of letters on a computer which tend to be made up of bars of light - unique letters being created by the elimination of bars.

Dyslexics also have trouble with arithmetic because 1) we use a decimal system and 2) Arabic signs for numbers - so that '6' and '9' are the same shape, and on a calculator screen '8' and '3' are identical, with just two tiny bars missing from the '3' to make it different from '8'. Instead of l0 symbols the dyslexic is reduced to six that he can use with confidence.

In fact most people - when using a calculator or a computer are using the binary system of math - only they don't know it. So the dyslexic should learn the binary system and instead of a calculator should learn to use an abacus - remember the Chinese - I'm told the abacus, with practise, can be just as quick as a computer.

Dyslexia, I suspect , is a gift rather than a handicap- and the handicap only occurs when the dyslexic is faced with symbols (letters) whose value is determined by position. I suspect that dyslexia is an important survival technique which in some circumstances is superior to normal folks. In a primitive hunting society the ability to identify an animal at a distance would be an important survival technique. I suspect that in the future when man lands on a new planet whose life forms are different and unidentifiable, it will be a dyslexic that will be first out of the space ship, and if he identifies a shape that has changed its silhouette will retire to safety until the intent of the moving shape is made clear. Dyslexics are probably better than average in any occupation that requires the differention of shapes and silhouettes: auto mechanics for example, coast guards and policemen.

So a dyslexic learns to write first using a typewriter (and phonic values) and reads words shapes, not letters, and; abandons calculators for an abacus and learns binary math (which is easier than decimal math anyway).

Whether the theory is correct is immaterial since it is the approach that is important - not the theory. Simply realise that the eyesight of the dyslexic is different and bypass the eyes until the dyslexic has learned techniques to counter the problems with letters and numbers.

And then reclassify the dyslexic as uniquely gifted, not handicapped or 'special needs'.

Mathematics dyslexia resolved - to find out more click here

Bibliography Augur, Jean. "Essence of the dyslexic condition". Times Educational Supplement, 22 May 1992, p24. Bald, John. "Clearing a cloudy lens". Times Educational Supplement, 24 April l992, p20. Brace, Alison. "Experts hail cure for child dyslexia". Mail on Sunday, 27 June l993, p10. Carr, Maureen ed. "Dyslexia by any other name is just as difficult". KM Extra, l8 November l992, p11. Closs, Alison. "The write stuff to overcome dyslexia". Times Educational Supplement, 26 June l992, p4. Hampshire, Susan. Every letter counts. Bantam, cl990. Innes, Paris. Defeating DYSLEXIA, a boys story. Kyle Cathie, cl990. Mason, Don. "One teacher's priceless gift". Times Educational Supplement, l4 February l992, p22. Meredith, Patrick, Dyslexia and the individual. Hamish Hamilton,cl972. Norris, Bill. "Crack can be repaired". Times Educational Supplement, l4 February l992 pl5. "Prize guy Russell is dyslexic". Sun, 31 December l992, p3. Reeves, Barnaby. "Premature elation". Times Educational Supplement, l0 April l992, pl6. Ryden, Michael. Dyslexia, how I cope. Jessica Kingsley, cl989. Wade, Dorothy. "Spelling out a muddle". Daily Telegraph, You and your family supplement, 22 November l992, pl2. (c) l995 S.S.G.Hale.

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