A Silicon Bullet for Dyslexia

Mike Matvy
School Psychologist / Assistive Technology Specialist
Knox County Schools, Knoxville, TN
e-mail: matvym@k12.tn.net

Date: 01/01/2004

What is this site for?

This Web site will tell about new technology that will let dyslexic persons use print for "reading" and "writing" despite inadequate visual reading and inadequate handwriting ability.

What is meant by dyslexia?

The term dyslexia is used to mean the inability to do visual decoding of print at a rate and comfort level so the language can be understood as it was intended by the author. Dyslexic persons can visually read many words some of the time. But, their overall experience does not let them understand all that the author is telling them. They cannot look at the text and turn the print words into aural words in their mind quickly and easily like normal people do. In contrast, when the print is read for them orally they will understand fully what is written. And, they will do it instantaneously like normal persons read print visually. This rate of reading is what is required for the print language to be used as it was intended.

Dyslexic persons are of average to very superior mental ability. Their problem varies in severity. In more severe cases a person can hardly read 2nd and 3rd grade words, while in milder cases the person can read many words on his or her grade level but must devote so much energy to perform the visual decoding that he or she is unable to fully understand what the author is communicating. In these milder cases students will report that they cannot read fast enough to do all their work. It is true that they cannot keep up, but equally important is that they are so involved with the visual decoding that they are only getting bits and pieces of the information that the author is providing. Bright dyslexic people can take these bits and pieces and make statements and answer questions about the passage. This makes it appear that they are reading and understanding. They are not. These statements are a product of their brightness and a talent for making the most of what they have rather than a product of their visual decoding ability. One has only to question them about specific words or statements in the text to see that they did not understand what the author was saying. They were making good guesses and statements based on their general knowledge and what they thought the passage said.

In contrast, if a passage is read to them aloud, they can repeat, often word for word, what the author said and be able to answer questions about specific details presented in the passage. Using this aural reading approach, dyslexic students will also be able to "read" continuously without getting tired -- just as visual readers can. This ability to do aural reading shows that they don't have ability problems nor language problems. It also shows a way they can overcome their problems with print.

Why can't dyslexic students write?

A related problem that dyslexic persons have is inadequate handwriting. There are three main causes for this condition--inability to read one's own writing, inability to spell words correctly, and lack of training and experience writing one's own language. The first two factors are a direct result of dyslexia -- inadequate ability to read and to spell. The third is not. It is caused by not having the first two problems overcome so students could experience writing and reading their own language.

Once students are taught to use Alternative Methods for Reading and Writing, they can start learning how to produce good written communication and become good writers. However, starting late means that years of writing training are lost and must be made up. When students are accommodated for their disability and receive writing training beginning early in elementary school, the third condition is not present and they develop their writing abilities normally.

How have dyslexic persons coped in the past?

In the past, this disability would mean that a bright person could not learn to use print well enough to become literate. Many people have become famous and accomplished despite their disability for reading and writing. These exceptions are rare. For the most part, a person who could not do visual reading and paper and pencil writing became a "statistic." Their future was to include underemployment, inadequate education, and disadvantage in a society that required visual reading and paper and pencil writing. They did not overcome the problem. They learned how to fake the ability to do reading and writing. Despite their brightness they did not go on to college or advanced training. They had little opportunity to take advantage of the wealth of information contained in books, magazines, newspapers, etc. Most learned how to cope and how to hide inadequate reading and writing skills. Because of their brightness, many completed high school and were successful in jobs that did not require literacy. They proved that a bright person can pass high school, keep a job, pay taxes, and raise a family without being able to read and write adequately. Their coping skills made them fit in and look normal, but they were functioning far below their abilities. They became truck drivers instead of hotel managers, house painters instead of teachers, riverboat captains instead of electrical engineers, beauticians instead of anthropologists, or self-employed craftsman instead of medical doctors. Many felt ashamed of their disability because they knew that they could not use print like normal people use it.

What difference does the new technology make?

"The times they are a-changing." Now bright persons with a specific reading disability (Dyslexia) can access and use print with Alternative Methods. All books can be "read" using computers or tape recordings that voice the words so a person can quickly and effortlessly read using his or her hearing -- aural reading. "Writing" can be done by dictating and by using a computer that reads the words aloud as they are typed and that corrects spelling.

Dyslexic persons can succeed at college despite inadequate visual reading and inadequate handwriting. They can learn ways of "reading" their favorite novels, magazines, and newspapers as well as all their grade-level textbooks. The wealth of information that is available in print can be theirs. They can learn methods for writing letters and papers independently. They can complete high school classes and have read all the class assignments. College programs can be mastered by these students so they can become statisticians, lawyers, biologists, teachers, journalists, etc.

All this is possible because of the new technologies that allow print-disabled people to "read" what they cannot read and to "write" when they cannot spell. All the print that we need to read can be read using Alternative Methods for Reading. And the writing that we need to do can be done using Alternative Methods for Writing. These new methods will revolutionize the way print-disabled people learn. People who have been limited to visual reading far below their grade level can now be empowered to make full use of their intellect -- they can learn to "read" and "write" language that is on or above their grade level.

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Copyright © 1996 Mike Matvy All rights reserved. The documents at this Web site are copyrighted by the author and may be used for non-commercial purposes only. You are encouraged to reproduce and use these documents as long as appropriate credit is given to the author.