PSYC FPX 3501 Neurodiversity in Dyslexia: Understanding and Techniques

PSYC FPX 3501 Neurodiversity in Dyslexia: Understanding and Techniques

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Capella University

PSYC-FPX3501 Cognitive Psychology in Action

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Neurodiversity Fact Sheet: Dyslexia

Description of the Neurodiverse Condition: Dyslexia

Dyslexia is a neurodevelopmental learning difference that primarily affects an individual’s ability to read, spell, and process language efficiently. It is characterized by persistent challenges in recognizing words accurately, decoding text fluently, and connecting sounds to their corresponding letters (International Dyslexia Association, 2002). Unlike general learning difficulties, dyslexia is specific—it does not reflect overall cognitive ability but rather particular challenges in phonological processing, verbal memory, and rapid naming speed (British Dyslexia Association, 2010).

Contemporary understanding recognizes dyslexia as part of the broader neurodiversity framework, which values cognitive differences as natural variations of the human brain rather than deficits. Within this framework, dyslexia is seen not solely as a learning challenge but as a distinctive cognitive profile that includes strengths in creativity, visual-spatial reasoning, and problem-solving (British Dyslexia Association, 2022).

The following table outlines the core difficulties and potential strengths associated with dyslexia:

(Adapted from British Dyslexia Association, 2022)

The Impact on Individuals with Dyslexia

Educational Implications

The neurodiversity movement reframes dyslexia as a difference rather than a disability, urging educators to focus on inclusion and support rather than remediation. Traditional teaching methods that emphasize rote memorization and phonics-only instruction may not align with dyslexic learners’ cognitive processing styles. Instead, differentiated instruction—using multimodal and adaptive techniques—has proven effective in enabling dyslexic students to achieve academic success (International Dyslexia Association, 2019).

Educational strategies should prioritize multisensory learning, assistive technology, and strength-based teaching approaches. This perspective not only enhances literacy outcomes but also cultivates an inclusive learning culture that values diversity in cognition and communication.

Psychological and Social Implications

The neurodiversity paradigm also has profound psychological effects. By shifting the narrative from “disability” to “diversity,” individuals with dyslexia often experience improved self-esteem, motivation, and self-efficacy (Armstrong, 2019). Recognizing dyslexia as a different cognitive wiring helps reduce stigma, promoting emotional well-being and resilience.

However, systemic barriers such as outdated educational systems and societal misconceptions still pose challenges. For the neurodiversity approach to have a lasting psychological impact, continuous advocacy, awareness, and institutional support are required (Singer, 2017). Embracing neurodiversity thus contributes to both academic empowerment and psychological flourishing, enabling individuals with dyslexia to realize their full potential across various aspects of life.

Techniques for Enhancing Learning for Individuals with Dyslexia

Technique 1: Phonological Awareness Training

Phonological Awareness Training focuses on developing learners’ sensitivity to the sound structure of language. This technique involves exercises that teach individuals to identify, manipulate, and blend phonemes, thereby improving their decoding abilities and reading fluency (Torgesen et al., 2001). Activities often include segmenting words into sounds, blending phonemes, and recognizing rhyming patterns.

Research by Torgesen and colleagues (2001) revealed that intensive phonological training significantly enhances reading proficiency among dyslexic students, particularly in early education. By strengthening the foundational phonological processing skills, learners become more adept at recognizing words automatically and reading more fluidly. This approach remains one of the most evidence-based and effective interventions for addressing dyslexia’s core difficulties.

Technique 2: Multisensory Instruction

Multisensory instruction, grounded in the Orton-Gillingham approach, involves integrating multiple sensory pathways—visual, auditory, kinesthetic, and tactile—into the learning process. This technique strengthens neural connections by allowing learners to experience information through more than one sensory modality (Berninger et al., 1999).

For instance, students may trace letters in sand while saying the corresponding sounds, use letter tiles to form words, or write words while hearing them spoken aloud. These activities help reinforce memory and understanding through repetition and sensory engagement.

Berninger et al. (1999) found that multisensory interventions led to substantial gains in reading accuracy and comprehension. Beyond academic improvement, this approach promotes engagement, reduces frustration, and fosters a positive relationship with learning for dyslexic individuals.

Technique 3: Assistive Technology

Assistive technology (AT) has transformed education for dyslexic learners by providing digital tools that support reading, writing, and organization. Examples include text-to-speech software, audiobooks, speech-to-text applications, and word processors with predictive spelling (Wood et al., 2018). These tools enable students to access and produce information in ways that align with their strengths while compensating for reading challenges.

Wood et al. (2018) demonstrated that AT not only improves reading comprehension but also enhances motivation and academic independence. The integration of technology fosters autonomy, allowing students to participate more actively in classroom learning. Moreover, digital literacy developed through AT use prepares students for future workplaces that increasingly rely on technological competence.

Conclusion

Recognizing dyslexia through the lens of neurodiversity allows educators and society to shift from a deficit-based to a strength-based model of understanding. When inclusive practices, psychological support, and adaptive teaching techniques such as phonological training, multisensory instruction, and assistive technology are implemented, individuals with dyslexia can thrive academically and personally. Ultimately, fostering acceptance of neurodiversity promotes a more equitable and innovative society that values all forms of cognitive expression.

References

Armstrong, T. (2019). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Da Capo Lifelong Books.

Berninger, V. W., Abbott, R. D., Zook, D., Ogier, S., Lemos-Britton, Z., & Brooksher, R. (1999). Early intervention for reading disabilities. Journal of Learning Disabilities, 32(6), 491–503. https://doi.org/10.1177/002221949903200604

British Dyslexia Association. (2010). What is dyslexia? https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia

British Dyslexia Association. (2022). Neurodiversity and dyslexia.

International Dyslexia Association. (2002). Definition of dyslexia. https://dyslexiaida.org/definition-of-dyslexia/

International Dyslexia Association. (2019). Dyslexia basics. https://dyslexiaida.org/dyslexia-basics-2/

PSYC FPX 3501 Neurodiversity in Dyslexia: Understanding and Techniques

Singer, J. (2017). Neurodiversity: The birth of an idea. The Judy Singer Company.

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities. Journal of Learning Disabilities, 34(1), 33–58. https://doi.org/10.1177/002221940103400104

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A Meta-Analysis, Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170