Summary of Brock L. Eide & Fernette F. Eide's The Dyslexic Advantage

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 Individuals with dyslexia are good at what they do not in spite of their dyslexia, but because of it. The dyslexic processing style not only affects how individuals read and spell, but it also affects their ability to learn new things.
#2 There is a growing body of evidence that shows that individuals with dyslexia are also among the most eminent and creative people in many fields. While the challenges that arise from dyslexia are only one part of the larger picture, these challenges also predispose individuals to important abilities in many mental functions.
#3 We will argue in this book that the concept of dyslexia should be changed so that abilities rather than disabilities are at the center of our ideas about what it means to be an individual with dyslexia.
#4 The concept of dyslexia is a human invention, and like a telescope it can either expand and clarify our view of individuals who struggle to read and spell or, used the wrong way around, it can cause our view of these individuals to shrink.

Informations

• Publié par: Everest Media LLC
• Date de parution: 09 mars 2022
• Nombre de lectures: 0
• EAN13: 9781669352730
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Brock L. Eide & Fernette F. Eide's The Dyslexic Advantage
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5 Insights from Chapter 6 Insights from Chapter 7
Insights from Chapter 1

#1

Individuals with dyslexia are good at what they do not in spite of their dyslexia, but because of it. The dyslexic processing style not only affects how individuals read and spell, but it also affects their ability to learn new things.

#2

There is a growing body of evidence that shows that individuals with dyslexia are also among the most eminent and creative people in many fields. While the challenges that arise from dyslexia are only one part of the larger picture, these challenges also predispose individuals to important abilities in many mental functions.

#3

We will argue in this book that the concept of dyslexia should be changed so that abilities rather than disabilities are at the center of our ideas about what it means to be an individual with dyslexia.

#4

The concept of dyslexia is a human invention, and like a telescope it can either expand and clarify our view of individuals who struggle to read and spell or, used the wrong way around, it can cause our view of these individuals to shrink.

#5

The first clear description of an individual with dyslexia appeared in the medical literature in 1896. It was through this case that the concept of dyslexia was developed, and it is now known that there is a group of individuals who learn and process information differently from their peers.

#6

We’ve recognized the phenomenon of dyslexia, but we’ve failed to realize its significance. Because we first recognized dyslexia as a learning disorder, we’ve paid little attention to whether dyslexic processing might also create talents and abilities.

#7

The difference between the two perspectives is demonstrated by the family of Chris, who met with us after their son showed very broad gaps in his performance on the different subtests used in IQ testing. While he had scored well on tests measuring verbal and spatial reasoning, his performance was weaker on tests measuring processing speed and working memory.

#8

The author’s son, Christopher, was diagnosed with dyslexia when he was in preschool. He was slow to begin speaking and struggled to combine words into sentences. He was also very slow learning to read and write.

#9

The narrow view of Christopher, Kristen, and James that emerges when we focus on their dyslexia-related challenges is just the beginning. When we broaden our focus to look at their strengths, we see that they are all extremely gifted in one way or another.

#10

The abilities and talents that are common among individuals with dyslexia are displayed by both Christopher and Kristen. They both have a strong spatial sense and can quickly and indelibly learn their way around new environments. They also have a great visual memory for people and places from their past.

#11

The author worked with several strong personal learners, who found learning to be a very personal and intimate act. Their vivid recall of personal experiences often created a powerful inducement to daydream, which in turn made it hard for them to sit passively in class.

#12

James T. Russell is a good example of someone who has been able to follow his passion and still make a living doing it. He invented the compact disc system, which has been extremely impactful in the field of data storage and retrieval.

#13

The lives of James, Kristen, and Christopher display many of the features commonly observed in individuals with dyslexia. They are all extremely talented despite their dyslexia, and their talents are a part of their dyslexic profile.

#14

There are many different challenges that children with dyslexia face, and they typically struggle with language, reading, and spelling. They may also have problems with handwriting and written expression, basic arithmetic, and motor coordination.

#15

The first pattern we will discuss is a variation in the brain’s phonological processing system, which is used to process phonemes, the basic sound components in words. English has approximately forty-four phonemes, and just as the letters of our alphabet can be strung together to form printed words, phonemes can be strung together to form all the spoken words in English.
Insights from Chapter 2

#1

The phonological processing system is also involved in many attention-related functions, including working memory and executive functioning. When auditory-verbal working memory is limited, the brain may fail to finish all the processing it needs to perform before the internal speech tracing fades away.

#2

There is no direct relationship between poor phonological processing and common dyslexia-associated difficulties like problems with finger coordination for handwriting, eye movement control for reading, or speech muscle control for speech articulation.

#3

The next key difference between dyslexic and nondyslexic brains is the Procedural Learning system and Procedural Memory. Many individuals with dyslexia have problems with procedural learning, and as a result they’ll be slower to master any rule-based, procedural, or rote skill that should become automatic through practice.

#4

Those with procedural learning challenges struggle to learn and remember rule-based skills, and they require many more repetitions than others to master these skills.