Dyslexia Genius Understood
Understanding Dyslexia Genius and Benefits
Understanding Dyslexia Genius is key to overcoming differences in learning to read. The Dyslexia Dilemma benefits those with it by allowing their brain to consider non-linear solutions. The Dyslexia Genius is a benefit to both society and Dyslexia Individuals.
Dyslexics over the obstacles of repeating letters which change into different letters than the author intended. Rotations and Non-Linear readings reverse poorly written alphabetical letters to look identical to each other while reading. Thus changing the letters to become what they were not intended.
Truth: The more Linear the letters are the easier they are to look identical to one another while reading. Learning and studying Examples of Dyslexia is key.
The first elements to understanding the Dyslexia Genius is to initially understand the non-academia definition of Dyslexia:
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Question: What Is Dyslexia?
Answer: Dyslexia is the usually spherical turning or twisting of the letters on the horizontal or vertical axis that cause letters to mirror their own image during reading. The mirroring changes the reading direction of the letter to turn one letter into an identical or similarly shaped letter while reading.
The Dyslexia Genius examined is an argument to understand about the Intelligence of the Dyslexia Mind. The Dyslexic is quick witted, usually very aware of their surroundings and is anything but stupid. Stupid is the usual stereotype that society places of the Dyslexia population.
When understanding the Dyslexia Genius we can look at the common misspelling of words. We will start to see patterns of understanding studying the misspells in the writing samples. Dyslexic and Dysgraphic students start to put the pieces together when they realize the keys are in the rotation of the letters over the movement of letters.
Educators in an effort to understand the Dyslexia Genius often misunderstand rotation of letters in spelling samples. The pressures from the classroom can often hinder the explanations directly from the students. The issue starts with and much of the blame needs to be on the alphabet, not the Dyslexic.
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Let’s make this clearer. The Alphabet is its own Dyslexia Genius. The English alphabet linearizes itself so that a p turns to a d, b and sometimes q. If the font of the letters are linearized, the font will over simplify the letters amplifying the Dyslexia Genius. Educators may have thought the linearity was making the language simpler, which is simply not the case.
If we look at the what some of the common misspelling of words are we can start to comprehend and identify with how a Dyslexic actually sees their world. Having better relationships with those stuck in the Dyslexia Dilemma is key. Learning how and why the Dyslexics read and see the world will help generate societal ideas and educational concepts.
Linear authorities need to be nurtured as to how and why the non-linear mind functions without threatening sick medications that affect brain functions to their students. The intelligence disorder would be another stereotype fails to understand the rotational aspects of the ability of those with the Dyslexia Genius.
It is difficult for a Dyslexic who is non-linear much of the time to befriend Linear authorities or even peers when the linear people only want to facilitate their singular points of views on subjects. It seems rather silly that anyone would need to physically turn a painting upside down to be able to see it upside down while looking at it. This reverse functioning is an ability that Creative Dyslexia society populations possess readily.
If we can all, whether we are linear or non-linear begin to see how a Dyslexic sees their world we can thus begin to understand and comprehend the benefits of how they see and value their contributions and perspectives.
The Dyslexia Genius gets confused with symptoms felt during reading. When the sharp mind of the Dyslexic is processing the words, they read at a very fast pace. The creative inverting and mirroring of imaging the letters is however, continual. How a Dyslexic sees, get confused with the Dyslexia emotional condition during their reading.
Having the wits to know that you are reading an alphabet with repeat letters/characters in the english alphabet yet not quite having figured out which font to use to overcome this alphabetical problem, often leaves the Dyslexic feeling like they are stupid or just plain dumb. The reality is that the Dyslexia Mind is an incredible talent and offers perceptions that it would take several other people to be able to achieve the function of thought that the Dyslexia Mind must do to read quickly.
The Inverting of characters on a page during reading is just a small example of how and why Dyslexics are known for being solution orientated people and why many have been very infamous inventors and creators. The Dyslexia person see’s reverse imaging and rotatation imaging as they process what they are viewing often times at a faster speed than can be articulated.
The Dyslexia Genius is the reverse imaging considerations which make them difficult to teach at times, but also makes them out of the box thinkers. They can create solutions that are difficult to teach because of their intricacies. Teaching a Dyslexic can be difficult because many teaching principles are hollow in their logic in some way and the Dyslexic or a creatively inclined student can see another way outside of the logic that is attempting to be taught to them.
In truth the phonetics of the english language have easier equations when it comes to solving linquistics and that spelling many of the words in the english alphabet could be done with alternative solutions. When a Dyslexic is learning to read and process phonetics they discover that the alternatives to speech, spelling and grammar are often going ignored by educators. It is a coming to grips with the reality of what to do and why because the Dyslexic, just as the ESL (English as a Second Language) student see’s other ways to solve a phonetics issue.
Basic Dyslexia Genius is the reverting, flipping and mirroring of alphabetical letters which repeat where they are not suppose to due to the construction of usually lower case alphabetical letters becoming identical to one another based on their positioning. This makes difficult by itself but the larger ignorance of phonetic based structures and why we spell words certain ways is also a consideration.
If we can solve the basic Dyslexia Genius condition by adjusting the alphabetical problem then we can solve in the next decade the linguistical issues which have to do with english phonetical challenges. The great news is that there are solutions and the solutions will improve the intelligence of all who participate in better language skills as well as reading, writing and typography issues.
Ph instead of f is an example of english phonetics which doesn’t make sense but is acceptably how we pronounce differently than what could actually make sense to write. It is possible that to better understand the mistakes that Dyslexics make in writing, we could better understand why an alternative logic exists.
When you take the letter b in lower case and challenge the Dyslexic to explain why they are writing p we will see examples of what we can all understand to be a solution based knowledge of understanding what is actually occuring in the Dyslexic Mind and the Dyslexic Experience.
The inverted vertically b turns into a p when reading without a line on the page where the printing is done. In early writing programs there is always a line that the students have as guides to see if the p crosses over the lower line of the row of letters. When that line is taken away the b turns into a p with exact alphabetical characterization. The easiest solution is to improve the alphabet so that the b lower case and p lowercase do not look identical to each other. This would improve the reading of more than just the Dyslexia community.
Many times in classrooms we teach phonetics before we have completed teaching alphabet letters. The amount of Alphabetical Fonts that the child is exposed to in different books are in the hundreds as they are learning to read the alphabet. They are instructed to write the alphabet in ways that when the letters are turned different directions they are exact letters to other letters in the alphabet.
When we teach phonetics before the alphabet is completely learned it can really create a confusion within students. The teachers are obligated to keep the learning going on in the classroom.
At the same time, now is the time to address these issues of typefaces in children’s books, and the actual font patterns of how the child is taught to write. The child needs to be able to write and read the alphabet in a dyslexic font if they choose to or any version of the alphabet that they need to be able to accurately understand it. This should include bent d’s.
The star system of giving out rewards if someone draws their alphabet correctly needs to be reconsidered. Simply altered to include those who are able to come up with alternative alphabetical solutions of the same 26 letters. It is up to the educators to adjust themselves to understand the alphabetical woes and understand that they are caught between a rock and a hard place when it comes to educating their students.
We must not be radical in approaching the Dyslexia Genius but practical. Offering solutions that those who wish to, can follow to achieve better educated pupils but not forcing the educators to change something that they do not understand themselves.
Examples after Examples are shown on ImproveDyslexia.com website so to help the cause of being able to see as a Dyslexic child sees so we can all realize the benefits that a Dyslexic child offers into the classroom.
Teachers need to gather together and keep all the writing work from each student so the writing samples can be studied. It is enough to notice Dysgraphic impressions on the page or places where similar letters are hard pressed when others are not as a study. We can notice from handwriting when a student is trying to overcome the alphabet and when they are just being disobedient. When they are incapable of using the alphabet as a solution because they see through the alphabetical dilemma, there are ways to find out what the solutions are even when can’t communicate their problem. Its up to teachers to assist them in creating their own solutions, i.e. their own variation of the alphabet.
Key to Understanding Dyslexia Genius
One main key to understanding the Dyslexia Genius is that all letters may turn, not just the ones that are written backwards. When reading the alphabet the a may rotate in the same way that the d does. The only difference is that the a is an a because it is a different character and stroke that is separate than the other letters.
If you notice in some Dyslexic-Difficult Fonts you will see that the a line is brought into the circle so close that the a’s stick gets lost in the roundness of the a. This is an example of making the a, lowercase, too close to the o. It is done often enough and is easy to notice if one knows to look for it.
Additionally if the t turns about it remains a t. If the I turns it remains an I. Many letters turn and twist during reading and Dyslexics, while they are a child and before they know they are Dyslexic, think that is how everyone sees the letters. They don’t think they are different and they have no reason to think that there are things in the world as Non-Linear types and Linear Types.
Just as Linear children who seem very logical, seeing things in straight lines more than circles, also don’t think that anyone could be seeing differently than how they see. So the Teacher is left to grow and understand by learning from the students and is able to adjust the dynamics of the classroom to suit the students.
Adult Dyslexics later admit that they see more than just the words that they struggle with rotating but then realize that it doesn’t matter if those letters flip because they are unique letters to the alphabet.
Teaching the alphabet to a room full or half full of students is no easy task. But with the preparation of understanding how a Dyslexic child sees you can achieve a greater understanding of all of the angles in which things can be perceived and adjust from there. It is very possible for a Teacher to be in a place of advantage with the right information about Dyslexia where they can really help all their students even when there are Dyslexic students in the classroom.
Dyslexia Questions and Dyslexia Answers
A list of Dyslexia Questions and Dyslexia Answers is here
- Question: Do people with the Dyslexia Genius struggle with sign language?
No, people with the Dyslexia Genius do not struggle with Sign language in any particular way over others who learn Sign language.
Learning sign language is a different even to a Dyslexic than learning how to sign in sign language. Dyslexia is a reading literacy issue yet the question of if a Dyslexia person struggles with sign language is a great question.
It is often that a Dyslexic person will see the world in many different ways when they are Dyslexic. Often times there is reverse imaging that can occur to the Dyslexic when they are visual. Yet the Kinetic componant of learning usually helps the Dyslexic to overcome any difference between themselves and a non-Dyslexic.
Let’s look at sign language and understand that the sign language alphabet has few faults of similar alphabetical letters. The english alphabet is full of repeating letters that when turned look identical to each other yet the sign language alphabet is unique in each letter or atleast as a motion of difference to each of the different letters.
Having distinction within the alphabet makes the sign language alphabet clearer in understanding than the english alphabet on a page. It is important to understand that although a Dyslexic may see things in reverse on a page that does not mean that they see things in reverse in life without knowing the difference of direction that things are going in.
In life things are full of movement and the movement for a Dyslexic is a key to not misunderstanding what is completely still on a page. The stillness of the page is what creates the confusion that life is not bringing to the Dyslexic.
Dyslexia Genius Understood
Author is Simon-Elliott Blake.