Individuals with dyslexia may have learned that being in the company of others places them at risk for making public mistakes and the inevitable negative reactions that may ensue. It makes sense, then, that many people with dyslexia have become withdrawn, sought the company of younger people, or become social isolates. A little bit of stress is a good thing; it keeps us on our toes and gets us ready for the challenges that are a normal and helpful part of living in a complex world. Yoga, mindfulness activities, meditation, biofeedback, cognitive behavioral therapy CBT , medication and exercise are among the many ways that individuals with and without dyslexia can conquer excessive or debilitating stress.
For the individual with dyslexia, effectively managing and controlling stress must also involve learning more about the nature of the specific learning disability. Gaining an understanding of the daily impact of dyslexia and learning how to work through or around the dyslexia to gain a better sense of control over the environment, is the key to reducing stress and achieving greater success.
Competence instills confidence and competence leads to success. When children, adolescents, and adults are able to develop a sense of mastery over their environments school, work, and social interactions , they develop a feeling of being in control of their own destiny.
Control through competence is the best way to eradicate stress and anxiety. Brooks, R. New York: Wiley. Minahan, J. The Behavior code: A practical guide to understanding and teaching the most challenging students. Cambridge: Harvard Education Press.
Schultz, Ph. Schultz is a c linical n europsychologist and l ecturer on p sychology in the Dep ar t ment of Psychiatry at Harvard Medica l School. IDA encourages the reproduction and distribution of this fact sheet.
You may find that some days your partner's dyslexic difficulties will be more pronounced than others. Remember - one way of thinking isn't better than another. A dyslexic mindset can bring a completely different understanding to a problem or situation, so it's really important to respect each other's views and ways of working.
Learning to drive. Music and dyslexia. Living with a dyslexic partner. There are some strategies that may help: Organisation You partner may find it difficult to remember appointments or meetings, or to judge how long a particular task will take some dyslexic individuals do use effective strategies and are highly organised.
Set mobile phone reminders for important dates or appointments, or use a calendar in a prominent place Ask the doctor, dentist or hospital to send mobile phone text reminders for appointments If you find their untidiness overwhelming. They can help by agreeing to put their stuff behind closed doors e. Change the background colour of the screen, use a dyslexia-friendly font, or a larger print Try printing the page rather than reading directly from a screen Work to your strengths, so if the non-dyslexic partner is taking on more of the 'administrative duties' make sure that other tasks are shared Self-esteem Many people with dyslexia have struggled with other people's misconceptions at some point.
Reassure your partner and remind them of all their strengths. Make the effort to see things through your partner's eyes rather than expecting them to conform to your way of thinking Information Too much information, such as a list of instructions or directions, will be hard for the dyslexic brain to process and remember. Ask one question at a time, or break information like directions down into smaller chunks e.
You could also try drawing a map, or writing a numbered list to help your partner remember information Time-keeping Poor short-term memory and concentration can mean that your partner is easily distracted. Some dyslexic people set their watches fast to give them a better chance of being on time, and put reminders on their phone or computer.
If you have to be somewhere together at a certain time, then factor in this difficulty and allow extra time. This involves sounding them out one letter or group of letters at a time, which is a particularly challenging activity in English as there are various ways of spelling the same sounds.
Some individuals experience a particular kind of reading difficulty which can cause them to take longer to process language when they move beyond the decoding stage. Not all words are spelled as they sound in English and sometimes we meet a word that gives us no clues as to how it is pronounced. This can happen to all native speakers in English, which is why we memorize irregular spelling so a word can be recognized when it is next encountered.
With the so-called 'Surface Dyslexia' type children may have trouble seeing the whole word. This causes comprehension difficulties and greatly increases the processing time required for reading. It's hard to say where where the 'Visual Dyslexia' some sources reference and visual processing disorders acknowledged by researches intersect. You'll often find them discussed in refrence to difficulties remembering what has been seen on a page.
This can have severe implications for learning to form letters and also mastering spelling, a process in which remembering the correct letter sequences in words is key.
You will sometimes come across medical texts and research papers which discuss primary and secondary dyslexia. The ' primary ' label refers to dyslexia when it is a result of a genetically inherited condition.
This means if a child has a parent with dyslexia , they are more likely to have the learning difficulty themselves. Before they are born some babies experience brain development issues in the womb which can cause neurological impairment and result in dyslexia. Of the many 'types' of dyslexia you can find references to, 'secondary' has been shown to respond best to treatment, including targeted phonics work through computer programs.
Note that both Primary and Secondary Dyslexia are considered developmental conditions, as they are present at birth and remain lifelong conditions.
When an adult or child has a brain injury from trauma or disease, they can sometimes develop difficulties with language processing, which result in dyslexia.
If you are looking into the research, you'll find references to many other so-called 'types' too. The term Perceptual Dyslexia, is associated with people who have trouble recognizing whole words, which causes slow reading.
Linguistic Dyslexia is sometimes brought up when individuals read quickly but still make mistakes and struggle with comprehension. There are some people who discuss Auditory, Spatial or even Math Dyslexia. Individuals with phonological dyslexia struggle to decode or sound out words. People who struggle with the ability to rapidly name colors, numbers, and letters when presented with them may have rapid naming dyslexia. This type of dyslexia may be linked to both reading speed and the processing speed for reading.
Individuals with rapid naming dyslexia can say the names of the colors, numbers, and letters, but it often takes them much longer to come up with the correct word. A person with double deficit dyslexia struggles with two aspects of reading.
These two aspects often include naming speed and identifying the sounds in words. This type of dyslexia is a combination of rapid naming and phonological and is not uncommon.
An individual who can sound out new words with ease but fails to recognize familiar words by sight may have surface dyslexia.
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