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 Neurodiverse Condition

Dyslexia is a specific learning difference that primarily impacts the ability to read, spell, and process language efficiently. Classified as a neurodevelopmental condition, it persists across a person’s lifetime, influencing both academic and everyday literacy-related tasks (International Dyslexia Association, 2002).
Individuals with dyslexia often experience challenges in phonological awareness, verbal memory, and processing speed—skills essential for decoding and understanding written text (British Dyslexia Association, 2010). Despite these challenges, many individuals demonstrate exceptional abilities in other cognitive areas, such as creative thinking, problem-solving, and visual-spatial reasoning.

Dyslexia is not a reflection of intelligence; rather, it represents a variation in how the brain processes language-based information. Recognizing dyslexia as a neurodiverse condition allows educators, employers, and communities to appreciate and accommodate different learning and thinking styles instead of viewing them as deficits.

The Impact on Individuals with the Condition

Neurodiversity acknowledges that differences in cognitive processing—such as dyslexia—are a natural and valuable part of human variation. This perspective transforms how society perceives individuals with dyslexia, moving away from a deficit-based model toward one that celebrates their strengths (British Dyslexia Association, 2022).

In educational environments, this paradigm shift encourages the implementation of inclusive teaching strategies, such as differentiated instruction and multisensory learning. These practices not only accommodate dyslexic learners but also enhance engagement and retention for all students (International Dyslexia Association, 2019).
By embracing neurodiversity, schools can reduce stigmatization and foster environments that prioritize support over remediation.

From a psychological perspective, adopting a neurodiversity framework can significantly enhance self-esteem and motivation. Viewing dyslexia as a unique cognitive style rather than a limitation empowers individuals to embrace their abilities, leading to improved resilience and self-advocacy (Armstrong, 2019). This positive identity formation can mitigate feelings of inadequacy and anxiety that have historically accompanied traditional models of learning difficulty (Singer, 2017).

However, for these benefits to manifest fully, societal and institutional structures must actively promote inclusivity, ensuring that individuals with dyslexia receive equitable access to education, employment, and community participation.

Techniques for Enhancing Learning for Dyslexia

Technique 1: Phonological Awareness Training

Phonological awareness training focuses on strengthening an individual’s understanding of the sound structures in language. This foundational intervention teaches learners to recognize, segment, and manipulate phonemes, which are the smallest units of sound in words. Activities often include sound blending, rhyming exercises, and breaking words into syllables.

Research indicates that such targeted training significantly improves decoding and reading fluency among individuals with dyslexia. Torgesen et al. (2001) found that children receiving phonological awareness intervention demonstrated notable progress in reading speed and accuracy compared to peers who did not participate in such programs.

This intervention serves as a cornerstone for literacy development because it addresses the core difficulties associated with dyslexia. By enhancing phonological processing skills, learners can decode words more effectively, transforming reading from an exhausting task into an increasingly automatic process.

Key Components of Phonological Awareness Training	Expected Outcomes
Sound segmentation and blending activities	Improved decoding accuracy
Rhyming and syllable recognition exercises	Enhanced phonemic awareness
Phonics-based reading practice	Greater reading fluency and word recognition
Repetitive and structured learning sessions	Long-term literacy skill retention

Phonological training benefits not only early readers but also older students and adults who continue to face challenges due to undiagnosed or untreated dyslexia.

Technique 2: Multisensory Instruction

Multisensory instruction integrates visual, auditory, kinesthetic, and tactile methods to facilitate deeper learning. This approach, rooted in the Orton-Gillingham methodology, helps learners connect sounds with symbols through hands-on experiences. For example, students may trace letters in sand while saying the corresponding sounds aloud or use letter tiles to form words.

According to Berninger et al. (1999), students with dyslexia who engaged in multisensory instruction showed significant improvements in reading, spelling, and writing performance. The strength of this method lies in its adaptability—it can be customized to suit each learner’s cognitive profile and sensory preference.

By incorporating multiple sensory pathways, this strategy promotes active engagement and memory reinforcement, reducing frustration often experienced by dyslexic learners in traditional classroom settings. Furthermore, it fosters a positive attitude toward learning by making lessons interactive and enjoyable, which can enhance motivation and persistence.

Sensory Involvement	Instructional Activities	Learning Benefits
Visual	Color-coded word cards, reading charts	Enhanced visual word recognition
Auditory	Phonics songs, verbal repetition	Strengthened auditory discrimination
Kinesthetic	Tracing letters, movement-based spelling	Reinforced muscle memory and engagement
Tactile	Using textured materials (e.g., sand, clay)	Improved letter formation and phoneme recall

Technique 3: Assistive Technology

Assistive technology (AT) offers powerful tools that enable individuals with dyslexia to overcome traditional literacy barriers. These tools include text-to-speech software, audiobooks, speech-to-text applications, and word processors equipped with advanced spell-check and grammar support.

Wood et al. (2018) found that the use of assistive technologies leads to significant gains in reading comprehension and overall academic achievement among dyslexic learners. AT enhances accessibility, allowing students to demonstrate understanding without being hindered by decoding difficulties.

Beyond academic benefits, assistive technology also fosters independence and confidence, allowing learners to take control of their educational experience. Moreover, since these tools are commonly used in professional environments, early exposure helps students build digital literacy skills that extend into their careers.

Type of Assistive Technology	Function	Learning Benefit
Text-to-speech software	Converts written text into spoken words	Improves reading comprehension
Speech-to-text tools	Converts spoken language into text	Supports writing fluency
Audiobooks	Provide auditory access to reading materials	Encourages reading engagement
Word processors with spell-check	Identifies spelling and grammar errors	Enhances writing accuracy and confidence

Integrating technology into classrooms not only supports dyslexic learners but also reflects a progressive, inclusive educational philosophy that values equity and accessibility for all.

Conclusion

Embracing neurodiversity and understanding dyslexia as a natural variation of human cognition is essential for creating equitable educational and social systems. Through evidence-based interventions such as phonological awareness training, multisensory instruction, and assistive technologies, individuals with dyslexia can develop their potential and thrive academically and personally. This inclusive approach promotes self-acceptance, resilience, and lifelong learning, ensuring that neurodiverse individuals are celebrated for their strengths rather than defined by their challenges.

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