Decoding Dyslexia: Part 1: A Neurodiversity Perspective

Welcome to the first part of our two-part series exploring dyslexia through the lens of neurodiversity. At ASD Consulting, we champion the understanding and celebration of different minds, and that includes embracing the unique ways individuals with dyslexia think and process the world around them. Decoding Dyslexia.

Just as biodiversity enriches our ecosystems, neurodiversity enriches our human tapestry. Our brains are wired in wonderfully varied ways, each with its own strengths and differences. Sometimes, these differences mean that certain tasks that come easily to some might be more challenging for others. Dyslexia is a perfect example of this natural human variation.

Often, dyslexia is narrowly defined by difficulties with reading and writing. While these are certainly common characteristics, dyslexia is much broader. It's a common neurocognitive difference that primarily affects how the brain processes language, particularly written language. Crucially, it is not related to intelligence. Individuals with dyslexia have average or above-average intelligence; their brains simply work differently when it comes to decoding words, spelling, and sometimes, organising thoughts on paper. Thinking of dyslexia in this way – as a difference in brain wiring rather than a disorder or deficit – is fundamental to the neurodiversity perspective.

The Brain Behind the Words: A Glimpse into the Neuroscience of Dyslexia: So, how does the brain of someone with dyslexia differ? Research over the years has given us incredible insights, showing that these differences are often found in the areas of the brain responsible for language processing, particularly the parts involved in breaking down words into their basic sounds (phonological processing).

Think of learning to read like building with specific, tiny LEGO bricks – each sound in a word is a brick, and you need to put them together in the right order to build the word. For many people with dyslexia, the brain takes a less direct route or uses different pathways when trying to connect the visual symbol (the letter or word) with its corresponding sound. Key areas in the left hemisphere, like the angular and supramarginal gyrus, which are typically very active during reading in neurotypical brains, may show less activity or different connectivity patterns. Meanwhile, other areas, sometimes in the right hemisphere, might be more active, suggesting the brain is finding alternative routes to process language.

It's a bit like navigating a familiar city. Most people might use the main, well-paved highways (typical pathways), while someone with dyslexia might navigate using smaller, less direct, but equally valid back roads (alternative pathways). It requires more conscious effort and takes longer, but they can still get to the destination.

We also know that dyslexia often has a genetic link. It tends to run in families, suggesting a hereditary component influences how these language processing areas of the brain develop and function. This isn't about a single "dyslexia gene," but rather a combination of genetic factors that can predispose someone to this particular cognitive profile.

Recognising Dyslexia: Looking Beyond the Obvious: Recognising dyslexia involves looking for a pattern of difficulties, often alongside unexpected strengths. It's not just about mixing up letters, although that can be a sign, particularly in younger children.

In children, signs might include:

• Difficulty learning the alphabet or linking letters to sounds.

• Struggling to read simple words.

• Slow and hesitant reading.

• Persistent spelling errors.

• Difficulty putting thoughts into writing.

• Challenges with rhyming or recognising sounds in words (phonological awareness).

• Difficulty following sequences or remembering lists.

In adolescents and adults, signs can be similar but might also manifest as:

• Slow or effortful reading.

• Difficulty with spelling and grammar.

• Struggling to take notes or write essays.

• Difficulties with organisation and time management.

• Problems with memory, particularly remembering names or dates.

• Finding it hard to extract key information from text or summarise.

• Avoiding reading or writing tasks when possible.

It's important to remember that these signs exist on a spectrum. Some individuals may have significant challenges, while others may have more subtle differences. Also, many of these signs can overlap with other neurocognitive differences. This is why understanding the individual's overall learning profile is so important. Early recognition, whether in childhood or adulthood, is key to providing appropriate support and preventing potential impacts on self-esteem and academic or professional progress.

The Path to Understanding: Recognition and Diagnosis: If you recognise several of these signs in yourself or someone you know, the next step is typically a formal assessment. This process is not about giving someone a label for the sake of it. Instead, a diagnostic assessment conducted by a qualified professional (like an educational psychologist or a specialist dyslexia assessor) is a comprehensive way to understand an individual's unique cognitive profile.

These assessments look at various skills, including phonological processing, reading fluency, spelling, writing, and cognitive abilities. By comparing different areas of functioning, the assessment helps to identify the specific strengths and challenges related to language processing that are characteristic of dyslexia. The outcome is a detailed report that provides a clear understanding of the individual's learning style and, most importantly, offers recommendations for tailored support strategies.

Reframing Challenges as Differences: One of the most powerful shifts in perspective is moving away from viewing the difficulties associated with dyslexia as failures or deficits. Instead, we can see them as fascinating examples of how diverse our brains can be. The brain of someone with dyslexia is not "wrong"; it is simply wired differently, processing certain types of information along alternative routes.

This reframing is vital for building self-esteem and fostering a positive identity. While the traditional education system and many workplaces are currently structured around neurotypical ways of processing information, understanding dyslexia as a difference empowers individuals to seek and implement strategies that work with their brain, not against it. It also encourages society to adapt and become more inclusive of diverse cognitive styles.

Looking Ahead: This first part of our series has aimed to provide a foundational understanding of what dyslexia is from a neurodiversity perspective, touching on the fascinating neuroscience and how its signs can be recognised. We've seen that dyslexia is a common and natural variation in human cognition, characterised by differences in language processing that require different approaches to learning and working.

In Part 2, we will build on this understanding to explore what living a fulfilled life with dyslexia looks like. We'll delve into effective support systems, practical strategies for navigating daily challenges, celebrating the significant strengths associated with dyslexia, and fostering inclusive environments where individuals with dyslexia can truly thrive. Stay tuned!