PSYC FPX 3501 Neurodiversity in Dyslexia: Understanding and Techniques

PSYC FPX 3501 Neurodiversity in Dyslexia: Understanding and TechniquesX

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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 is a neurodevelopmental learning difference that primarily impairs an individual’s ability to read, spell, and process written language with fluency and accuracy. It is not indicative of low intelligence or lack of motivation but rather a variation in brain function that affects how language is decoded and represented (International Dyslexia Association, 2002). Individuals with dyslexia often experience challenges in phonological awareness, verbal working memory, and processing speed, making it difficult to connect sounds to written symbols (British Dyslexia Association, 2010).

Despite these difficulties, dyslexia is increasingly viewed through the lens of neurodiversity, which recognizes such conditions as natural variations in human cognition rather than deficits. This perspective encourages an appreciation of the unique strengths many dyslexic individuals possess, such as enhanced creativity, visual-spatial reasoning, and problem-solving skills (British Dyslexia Association, 2022).

The Impact on Individuals with the Condition

The neurodiversity paradigm reframes dyslexia as a difference, not a disorder, emphasizing the value of cognitive diversity within educational and professional environments. This shift has profound implications for individuals with dyslexia, influencing both educational practices and psychological wellbeing.

From an educational standpoint, dyslexic learners benefit most when teaching methods are differentiated and inclusive rather than purely remedial. Strategies such as multisensory instruction, assistive technologies, and individualized learning plans support diverse learners by accommodating their specific needs (International Dyslexia Association, 2019). Such practices foster a sense of inclusion, allowing students to thrive academically without feeling marginalized.

Psychologically, embracing neurodiversity promotes a healthier self-concept. When dyslexia is recognized as a difference rather than a deficit, individuals often develop greater self-esteem, motivation, and resilience (Armstrong, 2019). This positive identity formation reduces stigma, anxiety, and self-doubt, leading to increased engagement and participation in academic and social contexts. However, achieving these outcomes requires a systemic shift toward acceptance-oriented educational and social frameworks (Singer, 2017).

Overall, recognizing dyslexia through the lens of neurodiversity enriches both the individual’s personal development and society’s collective understanding of human cognitive potential.

Techniques for Enhancing Learning for Dyslexia

The following evidence-based strategies are particularly effective in supporting learners with dyslexia.

Technique	Description	Core Benefits	Supporting Evidence
1. Phonological Awareness Training	Teaches learners to identify and manipulate sounds in language (phonemes). Activities include segmenting, blending, and rhyming exercises.	Strengthens decoding skills, reading fluency, and word recognition.	Torgesen et al. (2001) found that phonological training significantly improved reading fluency in dyslexic children.
2. Multisensory Instruction	Integrates visual, auditory, tactile, and kinesthetic learning modes based on the Orton-Gillingham approach.	Reinforces learning through multiple sensory pathways, enhancing memory and retention.	Berninger et al. (1999) reported significant gains in reading and writing through multisensory methods.
3. Assistive Technology	Uses digital tools such as text-to-speech software, audiobooks, and spell-check-enabled processors.	Promotes independent learning, improves comprehension, and boosts confidence.	Wood et al. (2018) confirmed improved reading comprehension and academic outcomes with assistive technology use.

Technique 1: Phonological Awareness Training

Phonological awareness training targets the underlying language processing deficits commonly associated with dyslexia. This approach helps learners break down spoken words into individual sound units (phonemes), blend these sounds to form words, and recognize patterns like rhymes or syllables. These exercises strengthen a learner’s decoding ability, improving both reading accuracy and fluency.

According to Torgesen et al. (2001), structured phonological training programs can yield significant long-term improvements in reading proficiency among children with dyslexia. The technique is especially effective in early education but remains beneficial for older learners struggling with reading difficulties. Ultimately, this intervention transforms reading from a laborious process into a more automatic and efficient skill.

Technique 2: Multisensory Instruction

Multisensory instruction engages multiple sensory systems simultaneously to reinforce the connection between letters, sounds, and meanings. Based on the Orton-Gillingham approach, this method combines visual (seeing), auditory (hearing), kinesthetic (movement), and tactile (touch) elements to deepen learning.

For example, students might trace letters in sand, say the corresponding sound aloud, and write the word while hearing it spoken. Such integration ensures that information is processed through multiple neural pathways, enhancing memory retention and reducing frustration. Research by Berninger et al. (1999) demonstrated that multisensory approaches significantly improve reading and spelling proficiency among dyslexic learners.

Beyond literacy, this strategy cultivates engagement and confidence, creating a supportive learning environment that celebrates different learning modalities.

Technique 3: Assistive Technology

Assistive technology (AT) has revolutionized the educational experience for students with dyslexia. Tools like text-to-speech software, audiobooks, speech recognition programs, and digital note-taking applications allow learners to engage with written material in accessible ways. These technologies support independent learning, enabling students to focus on content comprehension rather than the mechanical act of reading.

Studies by Wood et al. (2018) reveal that AT significantly improves reading comprehension, academic performance, and learner motivation. Moreover, these technologies cultivate digital literacy skills essential in today’s technology-driven world. By bridging the gap between traditional instruction and individual needs, AT empowers dyslexic learners to participate fully and confidently in academic settings.

Conclusion

Understanding dyslexia through a neurodiversity lens transforms the educational landscape from one of correction to one of celebration. By employing inclusive teaching practices such as phonological awareness training, multisensory instruction, and assistive technology, educators can unlock the potential of dyslexic learners. Beyond improving literacy, these approaches nurture confidence, self-advocacy, and lifelong learning, affirming that diversity in cognition is not a limitation but a source of strength.

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/

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

PSYC FPX 3501 Neurodiversity in Dyslexia: Understanding and TechniquesX

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

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