Visual Thinking Many people with dyslexia often think in images as opposed to words, which is attributed to the unique activations in their brains. People with dyslexia are also more likely to form 3D spatial images in their minds than non-dyslexic people.
Some dyslexic people find that their mind races, and they struggle to find the right words to express themselves or to verbally keep up with the speed of their thoughts. Conversely, they often know the answer but need time to retrieve it from their memory.
Picture thinking, a preference for most dyslexics, is about mental imagery. It is thinking with any of the senses (sound, smell, taste, feeling, visual) in our imagination.
An often unconsidered and undetected consequence of dyslexia, anxiety is widely considered as a secondary symptom of dyslexia. Specific situations, tasks or events can trigger stress, anxiety and other negative thoughts in dyslexics.
Although dyslexia is not an emotional disorder, it can lead to feelings of anxiety, anger, low self-esteem and depression. Anxiety is the emotional symptom that adults with dyslexia experience the most. They become fearful because of their constant confusion and frustration at work or an educational setting.
Firstly, it is theorised that dyslexics may have high levels of emotional intelligence, sensitivity, and awareness of others' emotions because they frequently experience 'secondary symptoms of dyslexia'.
Dyslexics' social immaturity may make them awkward in social situations. Many dyslexics have difficulty reading social cues. They may be oblivious to the amount of personal distance necessary in social interactions or insensitive to other people's body language. Dyslexia often affects oral language functioning.
Dyslexia and Problem Behaviors
Children with dyslexia often feel as though they are letting others down because they are unable to perform at the same levels as their peers. Some problem behaviors that children with dyslexia are vulnerable to include: Arguing and fighting with peers and siblings.
Indeed, there is considerable evidence to suggest that dyslexia is associated with a range of psychosocial difficulties in childhood including: reduced academic self-concept [18], poor reading self-efficacy [19], and elevated levels of internalising (e.g., anxiety) and externalising (e.g., aggression) symptoms ...
Most people with dyslexia are, at least, average or above-average intelligence. Often children who fail to read and spell don't think of themselves as bright. It's very important that “dyslexic” students develop all their strengths.
Often forget conversations or important dates. Have difficulty with personal organisation, time management and prioritising tasks. Avoid certain types of work or study. Find some tasks really easy but unexpectedly challenged by others.
Use multisensory input and activities to give learners more than one way to make connections and learn concepts. For example, use flash cards, puppets, story videos and real objects in the classroom. When learners use more than one sense at a time, their brain is stimulated in a variety of ways.
Confusing similar looking letters and words
Common mistakes when reading and spelling are mixing up b's and d's, or similar looking words such as 'was' and 'saw', 'how' and 'who'.
People with dyslexia may say a wrong word that sounds similar to the right one (like extinct instead of distinct). Or they may talk around it using vague words like thing or stuff. This kind of mental hiccup can happen when they're writing too. Trouble finding the right word is one of the most common signs of dyslexia.
Some of the brightest children struggle to read. Dyslexia occurs at all levels of intelligence—average, above average and highly gifted. Many gifted people at the top of their fields are dyslexic. While people with dyslexia are slow readers, they often are very fast and creative thinkers.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities.
All people, young and old, can experience overwhelming stress and exhibit signs of anxiety, but children, adolescents, and adults with dyslexia are particularly vulnerable.
Difficulty seeing (and occasionally hearing) similarities and differences in letters and words. Inability to sound out the pronunciation of an unfamiliar word. Difficulty spelling. Spending an unusually long time completing tasks that involve reading or writing.
Dyslexics become fearful because of their constant frustration and confusion in school. These feelings are exacerbated by the inconsistencies of dyslexia. Because they may anticipate failure, entering new situations can becomes extremely anxiety provoking.
Anger. Many of the emotional problems caused by dyslexia occur out of frustration with school or social situations. Social scientists have frequently observed that frustration produces anger. This can be clearly seen in many children with dyslexia.
Many dyslexic people remain constant with their thoughts and are considered rude. Dyslexic people also sometimes behave insensitively to others' body language. They find it tough to remember the right names of people and things. This increases their chances of facing embarrassment.
People with dyslexia are also often unorganized with messy hand-writing, messy workplaces, messy bag-packs etc. They may also suffer from discrimination and bullying.
People with dyslexia often mix up similar-sounding words. For example, they may mix up “cat” and “cot” because they are phonetically similar. Both have entirely different meanings. Research shows that resulting language deficits are not restricted to spoken language.