RETA CHRONICLES For Educators who make a difference
A biannual official newsletter for the
Register of Educational Therapists (Asia)
RETA Vol. 1, 2014 Mica (p) 104/05/2014
Save the date!
Embrace dyslexia: Unlocking Potential
Seminar—Nov 19 & 20
50% discount for RETA Members
www.reta.sg
Vocabulary Acquisition:
Methods, Morphology
and Music
2
73 Bukit Timah Road #05-01 Rex House Singapore 229832 6336 2555 [email protected] www.reta.sg Editor: DEBORAH HEWES
Sub-Editor: MICHELLE-LYNN YAP
Designer: DEBORAH HEWES
Proofreader: KAREN KWA
Contributors: ANGELA FAWCETT MICHELLE-LYNN YAP DEBORAH HEWES If you have any feedback or comments on this issue of RETA CHRONICLES the please email us at: [email protected] RETA CHRONICLES is published twice a year. No part of this publication may be reproduced in any form or by any means without the prior permission of the publisher. RETA Chronicles © 2014
CONTENTS PAGE
Editors Note 3
Vocabulary Acquisition: Methods, Morphology and Music
6
Dyslexia in Adolescent Dyslexics & Students 10
EMBRACE DYSLEXIA—DAS Seminar 12
“Amazing Shortcomings, Amazing Strengths” 14
Be informed and involved in the field of specific learning differences
RETA Chronicle advances the quality of services provided by enhancing educational consciousness as well as offering a platform for research and investigation into pressing issues that define the
theoretical and pedagogical developments in this field.
RETA CHRONICLES For Educators who make a difference
Register of Educational Therapists (Asia)
3
You can mail your article to: RETA 73 Bukit Timah Road #05-01 Rex House Singapore 229832
You can e-mail your article to:
Alternatively, if you have any further queries, we can be
contacted at:
+65 6336 2555
HOW TO CONTRIBUTE
You are invited to submit your article for possible inclusion in our next newsletter that will be circulated exclusively to our members. These articles should be based on local research findings, personal experiences of working with Specific Learning Differences (SpLD) learners, effective resources, book/video material reviews and any other areas that are relevant to supporting learners with SpLD. Please provide us with a short bio, approximately 90 to 100 words, which will be published alongside your article, should we print your contribution.
ED
ITO
R’S
Dear Members, Welcome to the first issue of RETA Chronicles for 2014, the Specific Learning Differences educational newsletter and official newsletter of the Register of Educational Therapists (Asia). In this issue, we are pleased to present articles that will help you to support students with Specific Learning Differences. Michelle-Lynn Yap shares about Vocabulary Acquisition Methods and some fun ideas to help students with learning phonics. We have an article from Professor Angela Fawcett where she talks about dyslexia and learning for older students. I also had the chance to interview author, researcher and famous dyslexic, Thomas West who will be coming to Singapore in November to present at our EMBRACE DYSLEXIA seminar. In this article he talks about what he will share with us at the seminar. Thomas also has an article published in the first issue of the Asia Pacific Journal of Developmental Difference titled “Amazing Shortcomings, Amazing Strengths: Beginning to Understand the Hidden Talents of Dyslexics”. As RETA members, you will enjoy a 50% discount to attend the seminar and dinner we have planned. So we ask you to save the date and join us for what we know will be a very interesting discourse that is sure to bring hope to dyslexics in Singapore and those who support them. The RETA Chronicles team is committed to providing you with a range of timely and important articles on educational issues and we appreciate all contributions from our readers. If you have any feedback about this issue or would like to submit an article, please read the information below on “How to contribute”. Thank you.
Deborah Hewes
NOTE
4
RETA’S PANEL OF ADVISORS
Angela Fawcett DAS Academic Director Professor Angela Fawcett is a leading international researcher into dyslexia and other developmental disabilities, encompassing a range of theoretical and applied contributions to this field. Her approach is broad and interdisciplinary ranging from child and cognitive development to educational screening and intervention, as well as developmental cognitive neuroscience. She is the Vice President of the British Dyslexia Association and also the Former Chair and Director of the Centre for Child Research at the Swansea University, UK.
KATE SAUNDERS CEO—British Dyslexia Association Dr Kate Saunders is the Chief Executive Officer of the British Dyslexia Association. Kate has over 20 years of experience in the field of dyslexia and special educational needs, having worked as a Senior Specific Learning Difficulties/Dyslexia Advisory Teacher, Special Educational Needs Coordinator, chartered psychologist and lecturer. Kate has a PhD in Education and is co-author of 'How Dyslexics Learn', published by PATOSS (the Professional Association of Teachers of Students with Specific Learning Difficulties.
THOMAS SIM Executive Director, DAS Academy DAS—Director of Partnerships Thomas completed his PhD (Psychology) at the University of Tasmania under the International Postgraduate Research Scholarship focusing on Neuropsychology and Psycholinguistics. He has held various leadership, teaching, and research roles at the Singapore Institute of Technology, SIM University, the University of Manchester, and Wheelock College. Thomas served as the Membership Chair of the Singapore Psychological Society from 2003-2004 and is a Member of the American Academy of Special Education Professionals.
About RETA
5
“For Educators who make a difference”
Are you an Educational
Therapist who would like professional recognition?
“Register with RETA
and join other Educators
who make a difference”
RETA MEMBERSHIP
Benefits of being a member:
A $100 welcome gift voucher for DAS Academy workshops and courses*
10% member discount on Assistive Technology resources
10% member discount on DAS Academy resources
Access to DAS Academy library
Opportunity to be listed on the RETA website for private con-sultation
RETA Chronicles, the members only, bi-annual newsletter
Invitation to workshops/talks/sharing sessions by guest speakers or other RETA members
*Terms and Conditions apply
6336 2555
RETA 73 Bukit Timah Road #05-01 Rex House Singapore 229832
www.reta.sg [email protected]
50% Discount
EMBRACE DYSLEXIA SEMINAR
19 & 20 November
$50 for Dinner with Tom West $100 for Seminar
6
Many people have the idea that having a good or big vocabulary means that a person is capable of communicating through the use of complicated or obscure words that baffle the listener. However, this is not true. Having strong master of vocabulary should actually result in a person being able to communicate as simply and effectively as possible through the most precise word choice. As Mark Twain once said, “The difference between the right word and the almost right word is the difference between lightning and a lightning bug”. Vocabulary proficiency does not equate solely to the quantity of words in your vocabulary bank, but also to the quality of how the knowledge of words is applied.
Strategies for vocabulary instruction include: Specific word instruction –
teaching single words in order to deepen knowledge of spelling, meaning and use of the word. Many sight words are taught in this manner.
Playing word games – this
makes learning fun and interactive! When learners have a positive experience being engaged with the words, then vocabulary is more likely to become lodged in long-term memory.
Use of contextual clues –
predicting and evaluating the meaning of a word based on a sentence or paragraph it is found in. Often time, this
should be accompanied with the use of a dictionary.
Use of graphic organisers –
to explore a word in a multitude of ways (e.g. word concept map, word jigsaw, synonym-antonym analysis, etc.).
Morphemic analysis –
analysis of morphemes (smallest unit of meaning) to make sense of a word
Morphemic Analysis, is the study of word parts and their meanings. Through instruction via morphemes, learners are able to move from basic letter-sound correspondence (where ability to read does not always equate to meaning) to reading fluency that promotes
Vocabulary Acquisition: Methods, Morphology
and Music
By Michelle-Lynn Yap
Director, Continuing Professional Development DAS Academy
Contributions from Educators
“The most important thing is to read as much as you can, like I did. It will give you an understanding of what makes good writing and it will enlarge your vocabulary.” – J. K. Rowling (British novelist, and author of the ‘Harry Potter’ series)
7
comprehension (e.g. in + ter + ra + cial vs. inter + race + ial). Research by McBride-Chang, Wagner, Muse, Chow & Hua (2005)1 has shown that “with knowledge of morphemes, children may find it easier to understand new vocabulary by generalising these morphemes to new context” (p. 429). Besides morphemic analysis, another strategy that can be adopted in the teaching of vocabulary is to use music. Seemingly out of place in formal teaching, the use of music in vocabulary instruction can actually be effective and has shown to be especially beneficial to English as a Second Language (ESL) learners. Based on what Murphy (1990)2 refers to as the “song-stuck-in-my-head phenomenon” (p.55), songs “have been examined by researchers as possible tools for enhancing learning/memory of vocabulary development” (Li & Brand, 2009, p. 75).3 Beyond the classroom, Johnson O’Connor, an American researcher and educator, in his research on aptitude in organisations, unexpectedly
discovered that a person’s level of vocabulary “is the best single predictor of occupational success” (Shand, 1994, p. 2)4 and is closely linked to verbal ability (communication skills). To allow our learners to experience success with the English Language, as well as prepare them for the workplace, it is imperative that vocabulary instruction be given a more prominent status in the teaching agenda so that all learners will benefit when words can be defined, become valuable, and applicable. An example of a vocabulary word game (answers can be found below): “Word Play” Each sentence gives you clues to two words that rhyme. Each word is made up of 2 syllables, e.g. a stinky place for sandwiches = smelly deli 1. H2O that is higher in
temperature 2. A happy small and juicy
fruit 3. Strength from blossoms 4. Skeletal or under-
nourished small horse 5. A royal kingly large bird
of prey Answers are on page 29, give it a try before you peak!
Useful resources: Antohacci, P. A. and O’Callaghan, C.
M., (2012). Promoting Literacy Development: 50 Research-Based Strategies for K-8 Learners, California, SAGE Publications, Inc.
Beck, I. L., McKeown, M. G. & Kucan, L., (2013). Bringing Words to Life: Robust Vocabulary Instruction (2nd Ed.), Guilford Press, London.
English-Word Information: Word Info about English Vocabulary, http://wordinfo.info/units (comprehensive list of morphemes)
Graves, M. F., (2006). The Vocabulary Book: Learning and Instruction, New York, Teachers College Press.
Lubliner, S., (2005). Getting into Words: Vocabulary Instruction that Strengthens Comprehension, Paul H. Brookes Publishing Co., USA.
University of Cambridge – ESOL Examinations, (2012). Key English Test (KET) Vocabulary List, http://www.cambridgeenglish.org/images/22105-ket-vocabulary-list.pdf (KET is the Cambridge English Speakers of Other Languages (ESOL) exam which recognises the ability to deal with everyday written and spoken English at a basic level)
Contributions from Educators
1. McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W. Y, & Hua, S., (2005). “The role of morphological awareness in children’s vocabulary acquisition in English”, Applied
Psycholinguistics, 25, pp. 415-435. 2. Murphy, T., (1990). “The song stuck in my head phenomenon: A melodic din in the LAD?”, System,
18, 1, pp. 53-64. 3. Li, X. & Brand, M., (2009). “Effectiveness of Music on Vocabulary Acquisition, Language
Usage, and Meaning for Mainland Chinese ESL Learners”, Music Education, 36, 1, pp. 73-84. 4. Shand, M. A., (1994). “An annotated bibliography of vocabulary-related work produced by the Johnson O’Connor Research Foundation”, Center for the Study of Reading Technical Report
No. 605, University of Illinois at Urbana-Champaign, pp. 1-21
8
Dyslexia in Dyslexia in Adolescent Adolescent Dyslexics & Dyslexics &
StudentsStudents
By Professor Angela Fawcett DAS Academic Director &
RETA Panel Advisor
Many people think that Dyslexia is a problem that is found only in children, and mostly in young children at that.
However, dyslexia is a difference in the way the brain processes which therefore persists throughout life
Contributions from Educators
Dyslexia has been legally acknowledged in the UK and elsewhere across the world so that dyslexic students in higher education can continue to need learning support (Disability Discrimination Act, 1995; 2005; SENDA 2002). Students who have had a positive diagnosis of dyslexia in the UK can access the Disabled Students Allowance (DSA), which entitles them to an Assessment of Needs, computers, software computer packages, support, and 25 percent extra time in examinations. Support is also available in Singapore to allow students with Dyslexia to achieve up to their potential. Singapore Psycho-educational assessment and placement of students with Special Education Needs (SEN) guidelines (Ministry of Education, 2011), recommends access arrangements be accompanied by clear and current evidence of needs to demonstrate that recommended
a r rangemen ts wou ld be appropriate and that the student's needs are considered w i th regard to spec i f i c arrangements. (e.g., impairments in the student's reading skills and writing speed could indicate that students would benefit from additional time during exams). In addition, in the event that SEN students are unable to demonstrate skills even with appropriate arrangements provided, curricular exemption such as exemption of offering the Mother Tongue Language at national examinat ions or components of a subject area can be recommended. Dyslexic students – research studies The questions: Is the profile of dyslexia in adult students the same as in childhood? Do they h a v e p r o b l e m s w i t h phonology, and reading and spelling difficulties? The evidence suggests that no
two students present identical profiles! There are continued problems in phonology, speed of processing and also in cerebel-lar function (Ramus et al, 2003, Reid et al, 2007) particularly in phonology. Spelling, non-word reading, digit span, and writing speed have been identified as a problem in 95 percent of a small sample (Hatcher et al., 2002). Although Phonological skills may be adequate for familiar words, there wi l l be cont inued orthographic problems, (Kemp et al. 2009), morphological deficits (Deacon, Parrila and Kirby) 2006, and they are more dependent on context than their peers(Corkett & Parrila 2008). There are different profiles for compensated & uncompensated dyslexia (Birch & Chase, 2004), with no phonological deficits, only non-word reading deficits in compensated group. There is strong evidence for non-word reading deficits even in well–
9
compensated dyslexic adults (Gross-Glenn et al., 1990; Felton et al., 1990). The answer therefore depends how good their reading skills are and how complex the task they are asked to complete! Moreover, there are a number of additional problems for dyslexic students which can extend across the curriculum. Problems have been identified with speed and accuracy in mental and written arithmetic (Simmons & Singleton, 2006). There is slow speed of processing in verbal and non-verbal tasks (Miller-Shaul, 2005). Verbal working memory deficits have been identified, and there are spatial deficits on complex tasks, (Smith-Spark et al., 2007;2003), and everyday cognitive lapses (Smith-Spark, Fawcett et al., 2004). This is one of the most striking problems for this age group and it affects their organisation and time management so that it becomes very difficult for them to succeed without support. We have identified problems in a range of learning tasks including consolidation (Needle et al., 2009). All of these difficulties naturally leads to academic and social anxiety (Carroll and Iles, 2006) and more psychiatric problems (Undheim, 2003). This is likely to be a major problem in a country such as Singapore, whe re expec ta t i ons and academic s tandards are exceptionally high. Diagnosis using IQ tests Dyslexia has traditionally been defined by a discrepancy between abil ity ( IQ) and achievement (reading ability). This is controversial! It works well for students with high IQ, but successful students may no longer show reading difficulties,
and reading tests designed for children are not really suitable for adults. It is now recognised that an IQ test alone is not sufficient to diagnose dyslexia but an IQ test does give a profile of strengths and weaknesses – dyslexic students tend to know their weaknesses, but not necessarily their strengths! Method of diagnosis An IQ test must be administered by a qualified psychologist. However, in 2005 the UK Department for Education and Skills SpLD working group recommended a battery of tests to be used by other qualified professionals to identify Specific Learning Disabilities, such as dyslexia. These tests include literacy (reading, spelling, writing), cognitive processing (working m e m o r y , p h o n o l o g i c a l processing, speed of processing), numeracy, motor control and underlying ability along with a history of reading and spelling difficulties. It can be seen that this is a complex process. Interestingly, in the UK around 50
percent of students coming forward for diagnosis have not been identified in school. They have worked so hard that they have managed to achieve well enough to reach university, but it all becomes too difficult when juggling the competing demands of university. What practical problems do we find dyslexic students show? Speed of reading and
preparing essays Residual problems in spelling
even for relatively fluent read-ers
Difficulty in processing the large amounts of information at degree level in different subjects
Time management juggling multiple deadlines either putting in greater effort than others of similar ability, or an unrealistic failure to recognise the need to do this!
Coherence and organisation in written work
Self esteem and anxiety Organising a new
environment without support Data source and expertise. I have extensive experience in experimental research with students, spanning 20 years. I ran the student dyslexia assessment service at Sheffield University from 1994-2006 with Rod Nicolson, were we trained post-graduate students who were researching into dyslexia. Around 150 students annually presented for diagnosis – around 50 percent had not previously been diagnosed in school. Assessment included the WAIS, t h e WR A T , o t h e r t e s t s recommended by the SpLD group, and several additional tests we personally have found useful in our own research. We
Contributions from Educators
10
were able to see how useful the recommended standardised tests of reading and spelling were for this group. Tests we ourselves found useful in Sheffield, include tests of fluency drawn from the Dyslexia adult screening test (Fawcett and Nicolson, 1998) including One Minute Reading, Phonemic Segmentation/ Spoonerisms, Rapid Naming and One Minute Writing. A passage containing real words and nonsense words, which can only be read by grapheme/phoneme translation, and scored for both speed and accuracy is also particularly useful for relatively skilled readers. These tests of fluency in our view are more diagnostic for dyslexia in high achieving adults. Using the full IQ plus WRAT standardised tests we were only able to identify half the students with difficulties. However, when we added our tests of fluency, we identified all but one of the dyslexic group. A short form IQ using Working Memory and Pro-cessing speed in conjunction with fluency tests may be the most useful way forward in terms of costs and efficiency. For coun-tries where diagnosis is not yet established, screening may be a useful way forward Dealing with multi-choice questions Recently I have been working
with a number of students to help them in dealing with multi-choice questions. These are often par-ticularly stressful for dyslexic stu-dents, because they often involve large amounts of reading, a heavy memory load remember-ing the question while consider-ing each of 3 or 4 potential answers. Moreover, these questions often include at least 2 of the answers which are potentially confusable. One sure way to be successful, is to make sure that you complete the paper. Help your students to pick out the short questions first, and the ones that they are confident they can answer. If time is running out, advise your students to go through and tick the first answer, and then they have at least a 25% chance of being successful. These extra marks can make all the difference between passing and failing. Students with dyslexia have a tremendous amount to offer to soc ie ty , once they have successfully completed the examinations that may limit their progress. However, in order to be successful, most students at this level will need greater support than their peers, and this will be true in school in successfully completing the exams that will allow them to progress. For these students, study skills, time management and practice for exams will be the way forward. They need an understanding of their own processing, and that they can never be the students who leave things to the last minute, because they need to put in more work than others to be successful. However, dyslexic students also have distinctive strengths in terms of their communication and social skills, as well as empathy and their ability to see the big
picture, which can ensure that they are successful, once the demands of education are behind them References
Fawcett, R. I & Nicolson, A. J. (1998). Learning disabilities in adults: screening and diagnosis in the UK. In S. Vogel and S. Reder (Eds.), Bridging the Gap: Learning Disabilities, literacy and adult education.
Fawcett, A. J. & Nicolson, R. I. (1998). The Dyslexia Adult Screening Test. The Psychological Corpora-tion, London.
Kasler, J. & Fawcett, A. J. (2009). Screening for learning disabilities in young adult career counseling. Work, 32, 201-10.
Ministry of Education. (2011). Professional Practice Guidelines. Retrieved on September 23, 2013, fromhttp://www.moe.gov.sg/education/special-education/files/professional-practice-guidelines.pdf.
Needle, J., Fawcett, A. J. & Nicolson, R. I. (2006). Balance and dyslexia: An investigation of adults´ abilities. European Journal of Cognitive Psychology. 18 (6): 909-936
Nicolson, R. I. & Fawcett, A. J. (1997). Dyslexia in adults: New develop-ments in diagnosis and screening, Journal of Research in Reading, 20, 77-83.
Stoodley, C. J., Fawcett, A. J., Nicolson, R. I. & Stein, J. F. (2006). Balancing and pointing tasks in Dyslexic and control adults. Dyslexia: an international journal of research and practice. 12, 4, 276-289.
Smith-Spark, J. H., Fawcett, A. J., Nicolson, R. I. & Fisk, J. (2004). Dyslexic students have more everyday cognitive lapses. Memory, 12 (2), 174-182
Smith-Spark, J. H., Fisk, J., Fawcett, A. J. & Nicolson, R. I. (2003). Investigating the central executive in adult dyslexics: Evidence from phonological and visuospatial working memory performance. European Journal of Cognitive Psychology, 15 (4): 567-587.
Contributions from Educators
11
12
This year’s DAS Annual Seminar is titled “EMBRACE DYSLEXIA” and will focus on the positive aspects of dyslexia -- its strengths, talents and different ways of thinking. This focus, however, does not downplay the fact that individuals with dyslexia have persistent difficulties in academic learning and struggle every day in the education system. DAS is pleased to announce that T h o m a s G . W e s t , a n internationally renowned speaker, author and researcher, will be our
keynote speaker for the seminar. Thomas published an article in our first issue of the Asia Pacific Journal of Deve lopmental Differences called “Amazing Shortcomings, Amazing Strengths” - Beginning to Understand the Hidden Talents of Dyslexics. His book, 'In the Mind's Eye', is subtitled Creative Visual Thinkers, Gifted Dyslexics and the Rise of Visual Technologies. Both his journal article and the subtitle of his book provide the outline of the range of topics he has agreed to share with us at our November seminar. In a review of the book by Oliver Sacks, MD, bestselling author and Professor of Neurology and Psychiatry, Columbia University Medical Centre, writes “Dyslexia and other learning differences are commonly seen as disabilities, but they must also be seen as distinctive abilities, different (and often superior) modes of perceiving and understanding the world. As Thomas West shows, some of our greatest minds, from Einstein and Edison to Churchill and da Vinci, have been visual thinkers who today might be labelled ‘learning disabled’. ‘In the Mind’s Eye’ makes a powerful
case that the dyslexic-visual mind may be full of creative human potential, and is as crucial a part of our cognitive heritage as any other.” Sacks further asserts that ‘In the Mind’s Eye’ “stands alongside Howard Gardner’s Frames of Mind as a testament to the range of human talent and possibility.” Thomas West tells us that “for some the easy things in primary school are quite hard – while the hard things in university and high-level work can be quite easy.” Apparently, the dyslexic brain is wired to think differently, to see things differently. Its distinctive talents and capabilities are often not evident until the teens or sometimes adulthood. We are so used to being taught to think that it is the “A” students who make the major discoveries, create the next invention or innovate in the working world. But Thomas notes that this is often not the case. Many times it is the dyslexic at the bottom of the class who “can see something that no one else saw or understood.” He notes that “there are many examples -- some are even Nobel Prize winners – and the list grows daily.” He says he will be “very happy to share
By Deborah Hewes
Head—Publicity and Publications
13
these examples in November at the DAS Seminar.” “We often talk about the struggle and problems that children with dyslexia face at school and in their learning journey, but I feel that the landscape of dyslexia needs to have some balance,” observes Thomas. For example, he notes that “dyslexics are often strong visual thinkers and are poorly adapted to the old technologies of words, numbers and books.” Yet, many seem “perfectly adapted to the new technologies of complex data and information visualized through computer graphic images.” Thomas acknowledges that some practitioners “want to bring dyslexics up to ‘normal’ reading levels, teaching ‘basic skills.’ But he observes that others, himself included, “want to study the dyslexic ‘super stars’ and learn from them.” He hopes to learn things useful to all, “especially in a rapidly-changing technological context with global competition -- when many traditional academic talents have lost their value -- and
many formerly hidden visual and observational talents suddenly have very high value.” As computers take over many low-level and mid-level tasks, Thomas claims “that most ‘basic skills’ will soon have no market value at all.” (As predicted in 1945 by Norbert Weiner in his book Cybernetics.) Thomas tells dyslexic kids and their families that “time is on your side. All the things you have had trouble with are becoming less and less important. All the things you are good at are becoming more and more important. Machines are already doing the reading and the recall and the clerical tasks. Humans should not to do machine work. Rather, humans need to do high level tasks -- to visualise, to see the big picture, to ponder what it all means, to decide where to go and figure out how to get there.” This is why there are so many successful dyslexic entrepreneurs; “they have the vision to see far ahead – and they can easily hire the non-dyslexics to do the low value things they cannot do.”
Consequently, in many ways, Thomas observes, “dyslexics are on the right side of change.” For example, computer graphics are becoming increasingly important for understanding all parts of our global economy. Visualizing information can often be more powerful and effective than pages of text and tables of numbers. He notes that for professionals in the computer graphics world, the “thin pipe” to the brain is through words and numbers. In contrast, the “fat pipe” to the brain is through graphic images. Frequently, Thomas observes, “dyslexics have trouble with the old technologies, but they seem perfectly suited to the newest technologies – technologies that consistently use t h e ‘ f a t p i p e ’ t o r i c h understanding of complex information.” DAS is excited to have such an inspiring personality to present at our Annual Seminar in November. We hope that you can join us to hear what he has to say as he inspires us to provide guidance and hope to the dyslexic children we support.
Thomas G. West, author of Thinking Like Einstein and In the Mind's Eye (One of the "best of the best" for the year, American Library Association; new revised edition with Foreword by Oliver Sacks, MD, released September 2009). Research Scholar Study Office 1W-16C, National Library of Medicine, office tel. (mobile): 202-262-1266. Institutional address: Krasnow Institute for Advanced Study, Member of the Advisory Board, 4400 University Drive, MS 2A1, George Mason University, Fairfax, Virginia 22030-4444. Email: [email protected] Blog: http://inthemindseyedyslexicrenaissance.blogspot.com.
14
Overview of a New Awakening In recent years, developmental dyslexia is coming to be seen, remarkably, as a significant advantage in an increasing number of fields -- often linked to substantial success in design innovation, entrepreneurial business and scientific discovery. As hard as it is for many to believe, it is becoming more and more clear that some dyslexics are capable of envisioning possibilities, seeing patterns and making discoveries that are missed by even the smartest non-dyslexics. It is also becoming increasingly clear that all of this is because of the dyslexia, not in spite of it. Currently, during a period of new awakening, a small number of researchers are finding more evidence that dyslexia does not result from damaged “wiring” in the brain, as many have long believed. Rather, they see an
alternative (a different but valuable) “wiring” pattern – one that involves early educational difficulties – but one that provides alternative strengths and capabilities generally not available to non-dyslexic brain structures. An example of these new perspect ives on dys lex ia research and practice is found in the recent book Dyslexic Advantage by Drs. Brock and Fernette Eide, which asserts: “the brains of individuals with dyslexia aren’t defective; they’re simply different. These wiring differences often lead to special strengths in processing certain kinds of information, and these strengths typically more than make up for the better-known dyslexic challenges.” “We don’t see the reading, spelling, or other academic challenges associated with dyslexia as the result of a
‘disorder’ or a ‘disease.’ Instead, we see these challenges as arising from a different pattern of brain organisation – [which predisposes] dyslexic individuals to the development of valuable skills” (Eide & Eide, 2011, xvii). There are many cases of this paradoxical mix of weaknesses and substantial strengths. It is becoming increasingly apparent that these are not really unusual – a n d a p p e a r t o b e representative of an important subgroup that needs to be studied in a systematic and rigorous fashion. A good example (to be dealt with at greater length below), is one of the founders of the modern study of molecular biology. He was a classic dyslexic, with the usual reading and writing problems throughout his early education. Yet, as he as he eventually struggled through college and graduate school and progressed into laboratory work, he found
“Amazing Shortcomings, Amazing Strengths”
Beginning to Understand the Hidden Talents of Dyslexics Thomas G. West 1 * 1 Krasnow Institute for Advanced Study, George Mason University, USA
Editor’s note. This concept of giftedness in dyslexia is one that has not yet been widely addressed within the Asia
Pacific context. This is despite the recognition given to the mild dyslexia of former prime minister of Singapore, Lee
Kuan Yew, a seminal force in government for over 30 years. A search for eminent dyslexics in these areas reveals only
the Indian actor, Abhishek Bachchan, and the young dyslexic Malaysian pilot, Captain James Antony Tan, the
youngest pilot to fly around the world, with two entries in the Guinness Book of records, who is still only 21. There are
undoubtedly many more famous dyslexics who have not yet revealed their difficulties in learning, because of the
potential stigma attached. This recognition of the extraordinary strengths of some dyslexics, if they are not too
daunted by the difficulties they experience in school, should begin to redress the balance. Above all, identifying and
supporting the problem early can reduce the potential impact on self-esteem, allowing dyslexic people to fulfill their
potential and make a full contribution to their environment.
Asia Pacific Journal of Developmental Differences Vol. 1 No. 1 January 2014
15
that he could predict the results of many experiments. He found that he could use his powerful dyslexic imagination to see interactions at the molecular level – seeing new patterns and developing fundamental insights and new theories (in one instance, twelve years ahead of all others in the field) about the links between the human genetic code and the development of the immune system. Later, a di f ferent scient is t proved experimentally that he was right and received a Nobel Prize (Tauber & Podolsky, 1997). The US National Science Foundation has been funding a Harvard-Smithsonian study of when and where dyslexia may be an advantage in doing science, especially within astrophysics (Schneps, 2013). In the UK, the dyslexic head of the Virgin Group explained long ago that his dyslexia had been a motivator in building his group of more than 250 companies as well as giving him a “business edge” (Branson, 1999). In the field of computer graphics and simulation, dyslexic artists, scientists and technologists are often leading innovators (West, 2004, 2009)1. A dyslexic professor at Columbia University has written the book, The Great Ocean Conveyer, about how he was able to integrate complex information (in a manner similar to many other dyslexics) from extremely diverse sources to understand the way historic changes in ocean currents have led to abrupt climate change in the past. In the preface, he explains, “As a dyslexic, I receive my most valuable information and ideas from what I hear and diagrams I
see rather than what I read on the printed page” (Broecker, 2010, ix-x). A world famous professor of paleontology, dyslexic himself, says that he tries to teach his graduate students how to “think like a dyslexic” so they can see patterns invisible to others, making discoveries long thought impossible. The rest is “just memorization,” he says, without significant discovery or true innovation (Horner, 2007)2 Very recently, in an especially striking example, the British electronic intelligence agency GCHQ announced publically, “Dyslexia is Britain’s secret weapon in the spy war: Top code breakers can crack complex problems because they suffer from the condition. GCHQ bosses say those with the disorder see things in codes others do not. The Cheltenham-based agency has set up a dyslexia support group.” One agency official noted that “dys le x ia may i n o t he r circumstances be regarded as negative – but most people only get to see the full jigsaw picture when it’s nearly finished while the dyslexic cryptographists can see what the jigsaw looks like with just two pieces” (Mail Online, July 13, 2013). Long aware of the impor tant contribution of distinctive dyslexic talents (along with other forms of “different thinking”), GCHQ had held its first “Diversity Day” as early as June 2006. However, the agency had rarely been so p u b l i c a b o u t t h e s e considerations until they were raised by recent comments from M P s o n t h e C o m m o n s Inte l l igence and Secur i t y
Committee. While many are still skeptical, an increasing number of researchers believe that learning from the lives of highly successful dyslexics and visual thinkers can lead to new insights and approaches that will help dyslexics and non-dyslexics alike - - profoundly transforming fundamental ideas about education and work in a time when computer technologies are rapidly turning the world upside down and the established professionals seem to have lost their way. Accordingly, they say it is high time for us to begin to recognize and understand and learn how to deal with these puzzling extremes in talent – the u n e x p e c t e d a c a d e m i c weaknesses that seem often to be associated with special capabilities and success in both life and work. Low level weaknesses should not be allowed to prevent high level accomplishment. Schools, they say, almost never teach or test what dyslexics are good at – but life does. Early Puzzle From the time of the earliest researchers (in the 1890s) until Samuel Torrey Orton (in the 1920s) and Norman Geschwind (in the 1980s), the central puzzle of dyslexia has always been the linkage of high ability in some areas with remarkable and unexpected difficulties and disabilities in other areas. For more than a century we have recognized this pattern, but have generally focused on only one aspect. With the best of intentions, we have learned much about how to fix the p rob lems t ha t dy s le x i c s experience but we have done almost nothing to develop a
1 Note: Some sections from this edition, with
other writings, have been modified for inclusion
in this paper.
2 Filmed by NHK cameraman (Tokyo, Japan) on
site of dinosaur dig, far northern central
Montana on Canadian border, about 9
minutes, July 5, 2007.
16
deeper understanding of the varied and hard-to-measure talents that many dyslexics p o s s e s s ( G e s c h w i n d & Galaburda, 1987). As we have noted, highly successful dyslexics nearly a l w a y s s a y t h a t t h e i r accomplishments and special ways of seeing come directly from their dyslexia -- not in spite o f t he i r dys le x ia . More researchers are now saying that we should take them at their word and give credence to what they say. Most professionals in the field have long agreed that talents are important, but eventually they almost always come to focus exclusively on the serious business of reading and academic remediation alone. In contrast, more and more researchers are feeling a sense of personal responsibility to dyslexics as a group. They feel the need to substantially change the course of what is being done within the field. They believe there is a need to seriously embrace a radical change soon or there will be no change at all -- allowing additional generations of dyslexics to suffer needlessly – as well as wasting the distinctive talents that are sorely needed by the larger society and economy as we enter an age of great uncertainty on many fronts. They recognize that we badly need the big picture thinking and original insights that seem to be the signature contributions of the most successful dyslexics. (It is a p a r a d o x , a m o n g m a n y paradoxes, but it may be that those who would appear, initially, to need the most help are, in time, may be those most likely to be able to help the most.) Much has changed in recent years that would suggest that
these fundamental changes in perspective may be much closer to taking place: a small conference of foundations, researchers and highly successful dyslexic individuals and their families took place in April 2013 – which has built considerable momentum in this direction; the increasing influence of the “positive psychology” movement (Seligman, 1990); efforts to integrate dyslexia research with work psychology research (in the UK and elsewhere); books, articles, blogs and websites devoted to “the dyslexic advantage.” (Eide & Eide, 2011) William J. Dreyer – Case Study of a Dyslexic Discoverer and His Grandson Sometimes, a longer look at a particular case can indicate the potential of these major reversals in perspective. The passage below is excerpted from the oral history project at the California Institute of Technology in Pasadena. The speaker is the late William J. Dreyer, Ph.D., who is increasingly recognized as one of the major innovators in the early days of the biotech revolution that is now washing over all of us. In September 2007, one of his inventions was placed in the National Museum of Health and Medicine in Washington, D.C. -- the first gas-phase automated protein sequencer, which he patented in 1977. The sign over the machine on exhibit reads: “The Automated Gas-Phase Protein Sequencer: William J. Dreyer and the Creation of a New Technology.” “I knew I was different in the way that I thought, but I didn’t realize why I was so dumb at spelling ... and rote memory and arithmetic. The first time I realized how different ... brains could be ...
was when I bumped into Jim Olds at a dinner party back in the late sixties. Jim ... was a professor here [at the California Institute of Technology] ... famous for his pleasure center work. A speaker talked about the way we think and compared it to holography. Jim was across the table from me. I said, ‘Oh, yes. When I’m inventing an instrument or whatever, I see it in my head and I rotate it and try it out and move the gears. If it doesn’t work, I rebuild it in my head.’ And he looked at me and said, ‘I don’t see a thing in my head with my eyes closed. ’We spent the rest of the evening trying to figure out how two professors -- both obviously gifted people at Caltech in the Biology Division -- could possibly think at all, because we were so different. So then I took this up with Roger Sperry [Nobel Laureate and near lab neighbor] and I realized that I h a d s o m e a m a z i n g shortcomings as well as some amazing gifts” (Caltech, 1999)3. A strong visual thinker and in many ways a classic dyslexic, Dreyer developed new ways of thinking about molecular biology. With his powerful dyslexic visual imagination, he could somehow see the molecules interacting with each other. Sometimes he was almost entirely alone. He (with his colleague J. Claude Bennett) advanced new ideas based on new data about how genes recombine themselves to create the immune system. These ideas turned out to be many years ahead of their time. Most did not like this new theory because it conflicted with the
3 PDF at http://oralhistories.library.caltech.edu/
108/. Roger Sperry, mentioned in this
quotation, was Caltech Hixon Professor of
Psychobiology 1954-1984. Sperry was awarded
the Nobel Prize in Physiology or Medicine in
1981.
17
conventional beliefs held by most expects in the field in those years. “It was so counter to the dogma of the time that nobody believed it,” his widow, Janet Dreyer, explained (Dreyer, J., 2005). Dreyer’s approach also used a form of scientific i n v e s t i g a t i o n ( “ p e p t i d e mapping”) with which most immunologists were then entirely unfamiliar. “Knowing what we know now pretty much any biologist would look at Bill’s data and say that is what it has to mean. But few could understand it then,” she noted. However, gradually, they all learned to think the way Dreyer thought. Then, it was obvious that Dreyer (and Bennett) had to be right. To See What Others Cannot See In his earlier school days, Dreyer had the usual reading, writing, memory and other academic difficulties experienced by most dyslexics. Throughout his career, he avoided reading and writing whenever possible. But in time, he was able to make it to college and even graduate school -- where he developed his own ways of learning and began to find roles that that made use of his strengths while he learned to get help in his areas of weakness. He joined a study group. The others in the group all took careful notes in the lectures. He took no notes. He just sat there while he listened and observed carefully. Then after the lecture, they provided him with the detailed data, and he told them what it all meant. “He was giving the big picture and all the major concepts, …”explained Janet Dreyer. Eventually, surviving a major life-threatening illness made him realize it was time to refocus his life -- and then his
fascination with laboratory work began to draw him in. Soon, with his remarkable ability to visualize the molecular interactions (using his dyslexic imagination), the young Bill Dreyer became a star in the laboratory. While in graduate school in Seattle, Washington state, and while working at the National Institutes of Health (NIH) in Bethesda, Maryland, he could tell his professors and colleagues which were the best experiments to do. Somehow he knew how to proceed and where to go in this brand new field of study that came to be known as protein chemistry. He was seeing patterns and connections the others were not seeing. Like many highly successful dyslexics, Dreyer could thrive in the leading edge of a new field. Like so many dyslexics, Dreyer seemed far better suited to creating new knowledge than he was in memorizing old knowledge. At this time, his professors and section heads would write the grants, get the funding and write the research papers with him and for him based on his ideas and observations. “The money just came. Because he was doing good work, grants would just be there for him,” observed Janet Dreyer. He was happy at NIH but eventually (after a previous Caltech offer had been refused) in 1963, Caltech persuaded Dreyer to come to Pasadena as a full professor at the age of 33. Clearly, the value of his pioneering work had been recognized. However, later, because of the further development of his new and increasingly heretical ideas, William Dreyer could not get funding from academic or foundation sources for inventing his new inst ruments . His
department head would get irate phone calls from professors from other institutions complaining about Dreyer’s publications and talks. He gave many talks at the time, making some attendees angry, although others could see the importance of his innovative observations. “He was on the lecture circuit then and he [gave these talks] a lot.” Of course, these were not really unproven theories, explained his widow Janet. She pointed out that Dreyer was sure of his ground because he had the data to prove the veracity of his ideas. “It was not merely a hypothesis in that paper, it was real data.” However, it was data in a form so new and so alien that almost everyone in the field could not understand what he was talking about. In time, these professors, and all their students, came to see, much later, that William Dreyer had been right all along. Because he could not get funding from the usual sources, D reye r wen t t o p r i va te companies to manufacture the innovative instruments he had designed and built himself -- something quite unusual and discouraged at the time but now wildly popular among universities hoping for a share of large royalty payments. Seeing the potential for his inventions (and their scientific impact) but having a hatred of administration and corporate politics, Dreyer came to be the “idea man” for seven new b i o te ch compan i e s (including Applied Biosystems). Years later, when Susumu Tonegawa was awarded a Nobel Prize (Physiology or Medicine, 1987) for work he had done in Switzer land, his innovative sequencing work proved (through experiments that were illegal in the US at the
18
time) that Dreyer and his colleague had been correct in their predictions many years earlier. In the words of two scientific historians of this period: “This experiment marked the point of no return for the domination of the antibody diversity question by nucleotide s t ud ie s : i t was Su sumu Tonegawa’s final proof of the Dreyer-Bennett V-C translocation hypothesis through the use of restriction enzymes” (Tauber & Podolsky, 1997, 207). Family weaknesses, Family Strengths Later in his life, Dreyer taught molecular biology to his grandson who was clever with computers but had been having a very hard time in high school because of his own dyslexia. The grandson went to live with his grandfather. Employing the grandson as a k ind of apprentice, Dreyer would start each work day (using a form of applied just-in-time learning) saying something like: “I want you to write this little search program for me today but first let me explain the biology you need to know to do this task.” In time, working with Dreyer, the grandson skipped the latter part of high school, most of college, all of graduate school and was doing advanced “post-doc” level work writing computer programs, doing advanced programming developing databases, graphic user interfaces (GUIs), and other tools. The grandson also used s o p h i s t i c a t e d s c i e n t i f i c i n f o rma t i on v i s ua l i z a t i on techniques to help link various human traits to sections of the genetic code. In doing this work, he noted that he used his “visual thinking ability to design the
architecture of the programs ... visualizing the components in his head, trying it out and fixing what doesn’t work, before I write the code -- much like my grandfather...” He is not only doing high level work; as Dreyer and others pointed out, the grandson was in fact working at the leading edge -- co-authoring peer-reviewed journal articles (King, in Roden, 2005, Hart, 2006). Indeed, one of the grandson’s work colleagues only got his own Ph.D. degree (and a required publication) because the grandson was able to write a tutorial and GUI that helped a member of the colleague’s required publication review committee better understand the significance of the advanced work done by the colleague (Dreyer, Dreyer & King, 2001-2004)4. Much later, after years of post–doc level work without even a high school diploma, the grandson decided it was time to go to college. He chose a university with very challenging standards but also an extremely good system for supporting his dys lex ia—which presented continuing problems throughout his four years of study. This happened to be the University of California at Berkeley. In May of 2013, the grandson, Brandon King, graduated in Cognitive Science with honors and distinction. Brandon’s grandfather, William Dreyer, died of cancer in the spring of 2004. One of the enduring passions of his later work had been to try to understand the relationship between his dyslexia, his visual thinking and the high levels of
creativity he had experienced in his own life and work. Dreyer’s interest led to his participation in a sma l l c on fe rence on v isual izat ion technologies, creativity and dyslexia held at the National Library of Medicine in Bethesda, Maryland. This author’s second book, Thinking Like Einstein, is dedicated to: “William J. Dreyer, 1928-2004, molecular biologist, strong visual thinker, prescient inventor, instrument maker, who loved to fly high to see what others could not see, frequently alone.” Magnif icently I l l -Adapted Engines of Discovery The story of the life of William Dreyer and his grandson, Brandon King, brings into sharp f o c u s t h e c on s i d e r ab l e advantages, in the right setting, of the dyslexic kind of brain -- at least of certain variations within the great diversity of dyslexic brains. (Of course, this story also s t r o n g l y s u g ge s t s w h a t sometimes might be possible emp loy ing non t rad i t i ona l educational approaches such as appren t i ce sh ip o r home schooling.) We can see that this kind of brain -- seemingly so magnificently ill-adapted to conventional education -- can (sometimes) be a powerful engine of insight, innovation and discovery. This kind of brain may cause many problems in ear ly schooling but it may also, s o m e t i m e s , r a i s e s o m e individuals rapidly to the top of a new field of knowledge -- pushing forward way beyond the many wh o a re con ven t i o n a l l y successful students but who find it hard to conceive of anything really new or really important. Perhaps they cannot see through to the novel, unexpected solution
4 Additional clarifications and further details
were provided by Brandon King via email,
March 23, 2009, available from Thomas G West.
19
because they have learned too well exactly what the teacher wanted them to learn, what was expected on the conventional test. Perhaps they cannot easily unlearn what they have been taught. In another example, one high-achieving researcher at NIH, with three professional degrees, in l a w , m e d i c i n e a n d pharmacology, once admitted that he was aware of his own limitations, constrained beneath a kind of glass ceiling. He was aware that in spite of all his s u c c e s s a n d a c a d e m i c accomplishments, he “was not dyslexic enough” to do really original, creative and important work -- as he had seen in his dyslexic colleagues. (Personal communication, R.S., March 2000.) With stories such as these, we can begin to understand that these visual-thinking dyslexics do indeed see the world differently. They think differently. They are not like non-dyslexics. They are not like each other. Often, they seem to “see things that others do not see.” (This same phrase -- with almost exactly the same words -- reoccurs with striking frequency in many different and unconnected settings.) Yet these same individuals have great difficulty with things that are easy for almost everyone else -- especially at the lower levels of education. In schools, they are constantly tested on what they are not good at -- almost by definition. Why are they never tested, we should ask, in the areas where (some and perhaps many) have enormous talent and can make major contributions in their later life and work? Can teachers and school psychologists believe that
this is possible? It is hoped that some of the stories offered here will have created a new vision of what is possible. But this new vision may also require the development of new tests and measures -- ones quite different from conventional academically-oriented measures -- but perhaps ones that are better suited to the new realities of life and work, suited for the visual-thinking dyslexics but also suited for many non-dyslexics as well. To succeed with such extremely mixed abil i t ies, as these individuals often do, one needs to have a deep reservoir of confidence and fortitude to carry on in spite of the judgments of others that you are, in fact, really slow and lazy and stupid. To maintain the required drive, determination and sense of mission in the face of almost constant early failure and humiliation is often nothing short of miraculous. It would appear that only a comparatively small number survive these early days with enough confidence and drive to press on, against all odds, to find success in some area of special knowledge, deep understanding and passionate interest. We need to better understand the nature of this kind of success and the remarkable individuals who seem able to find their way around so many obstacles, seeking an area where they are at home with their work, often performing at very high levels of proficiency and productivity. Those of us who are trying to understand and to help dyslexics (along with others more or less like them) must come to see that c o n v e n t i o n a l a c a d e m i c remediation is only part of the job -- and not the most interesting or important part. We need to
seek ways to help dyslexics find and develop their own talents, large or small, so that they cannot be beaten down -- hiding their distinctive talents along with their disabilities. One of the best ways -- perhaps the only really effective way -- to do this is to study the lives and work of highly successful dyslexics (in some detail and in all their great diversity) -- to allow other dyslexics to see what can be done as well as showing how it can be done. The story of Bill Dreyer and his grandson shows clearly the mixed problems and great potential of dyslexic individuals and dyslexic families in a most m o d e r n , s c i e n t i f i c a l l y -sophisticated and technologically-advanced context. The talents that many dyslexics exhibit are powerful and valuable assets ( f r e q u e n t l y h i d d e n an d misunderstood) in a rapidly c h a n g i n g w o r l d . T h e s e individuals may appear to be slow and backward, but in many cases they are way ahead of nearly everyone around them, those who are mostly blind to what visual thinking dyslexics can do and what they can contribute. Over the years, more and more dyslexic individuals have become aware of their own special talents as they confront their long-h idden weaknesses and humiliations. Many are finally coming to understand the positive aspects of their own mixed abilities well enough to give themselves permission to talk about and think about things they no longer need to see as only failures and weaknesses to be hidden and denied. They have discovered that it does not go away just because you pretend it is not there.
20
Fathers are realizing that they cannot drive it out of their sons by ever more rigid discipline. Rather, they are learning that it is best to confront it, face on, with the new realization that there are hidden talents to be acknowledged (and used) as wel l as fears that wi l l increasingly fade away in the clear light of day. Learning to see the positive side can be powerful indeed. Of course, there is still a great deal of work to be done, but it can be focused on increasing strengths r a t he r t han dec reas i ng weaknesses. It is urgent at this time to outline the kinds of things that need to be done -- to take seriously, at long last, the varied talents and considerable strengths of dyslexics. The time is right. The time is late. The time is long overdue. Those on the front lines -- the teachers, tutors, parents, advocates and school psychologists--those who have cared the most, those who have been able to understand when no one else did--unfortunately, they have often done less than they could have done because they have attended to only half of the job. They have too often focused on fixing the problems – and have totally ignored the development of talents. This should change -- and we hope that it will change soon.
References Branson, R. (1999). Dyslexia: Dyslexic
Genius, Parts 1 and 2. Documentary, Twenty Twenty Television for UK Channel Four.
Broecker, W. (2010). The Great Ocean Conveyor: Discovering the Trigger for Abrupt Climate Change. Princeton and Oxford: Princeton University Press.
Caltech (California Institute of Technology), (1999). Oral History Project, session one, tape 1, side1, interview of February 18, 1999 with Shirley K. Cohen, published by Caltech Archives 2005.
Dreyer, Dreyer & King, (2001-2004). Multiple conversations with William Dreyer, Janet Dreyer and Brandon King, 2001-2004.
Dreyer, Janet Roman, Ph.D., molecular biologist, second wife and widow of William J. Dreyer. Interview with Thomas G. West, June 28, 2005.
Eide, B. L., & Fernette F. (2011). The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. New York: Hudson Street Press.
Geshwind, N. & A. M. Galaburda, (1987). Cerebral Lateralization: Biological Mechanisms, Associations and Pathology. Cambridge, Mass.: MIT Press.
Hart C. E., Sharenbroich, L., Bornstein, B. J., Trout, D., King, B., Mjolsness, E. & Wold B. J. (2005). A mathematical and computational framework for quantitative comparison and integration of large-scale gene expression data. Nucleic Acids Research, 33(8), 2580-94.
Horner, J. (2007). Video interview, Thomas G. West and John (Jack) Horner, Personal collection, NHK DVD, not broadcast, Thomas G. West.
Mail Online, July 13, 2013. Dyslexia is
Britain’s secret weapon in the spy war. http://www.dailymail.co.uk/news/article-2362793/Dyslexia-Britains-secret-weapon-spy-war-Top-codebreakers-crack-complex-problems-suffer-condition.html
Reid, G. & Kirk, J. (2001). Dyslexia in Adults: Education and Employment. New York: John Wiley & Sons, Ltd.
Roden J. C., King, B. W., Trout, D., Mortazavi, A., Wold B. J. & Hart, C. E. (2006). Mining gene expression data by interpreting principal components. BMC Bioinformatics, 7, 194.
Schneps, M. (2013). Harvard-Smithsonian Center for Astro-Physics. Laboratory for Visual Learning. See www.cfa.harvard.edu/dyslexia/LVL/
Schultz, P. (2011). My Dyslexia. New York: W. W. Norton & Company.
Seligman, M. E. P. (1990). Learned optimism. New York: Knopf.
Tauber, A. I. & Podolsky S. H. (1997). The Generation of Diversity: Clonal Selection Theory and the Rise of Molecular Immunology. Cambridge, Mass.: Harvard University Press.
West, T. G. (2004). Thinking Like Einstein: Returning to Our Visual Roots with the Emerging Revolution in Computer Information Visualization. Amherst, NY.
21
Biographical Sketch Thomas G. West is the author of In the Mind's Eye: Creative Visual Thinkers, Gifted Dyslexics and the Rise of Visual Technologies (Prometheus Books), selected as one of the “best of the best” for the year by the American Library Association (one of only 13 books in their broad psychology, psychiatry and neuroscience category). In the Mind’s Eye was published in Japanese translation in as Geniuses Who Hated School. A Chinese translation was published in 2004 and a Korean translation was released in 2011. West’s second book is Thinking Like Einstein: Returning to Our Visual Roots with the Emerging Revolution in Computer Information Visualization. Dyslexic himself, Mr. West has been invited to provide presentations for scientific, medical, art, design, computer and business groups in the U.S. and overseas, including groups in Australia, Canada, New Zealand, Hong Kong, Taiwan, Dubai and twelve European countries. Mr. West is associated, as board advisor or board member, with several organizations, including the Krasnow Institute for Advanced Study at George Mason University, the Dyslexic Advantage organization, the Siena School and the Wye River Upper School, among others. Recent invited conference lectures or keynotes have included: Magdalen College Oxford, Harvard and MIT, University of California at Berkeley, University of Malta, University of Trieste, the Arts Dyslexia Trust in London and an education conference in Dubai, United Arab Emirates. Early in 2013, West gave a talk on creative visual thinking, computer graphic information visualization and dyslexia at Pixar Animation Studios in Emeryville, California – and presented a Director's Colloquium on a similar topic for scientists and staff of NASA Ames Research Center (at Moffett Field in California’s Silicon Valley).
Postscript Important alternative research trends and perspectives have been becoming more apparent recently. The Dyslexic Advantage organization (with which this writer is associated) has recently formulated a strategy for research progress built around the following series of observations: It is increasingly clear that dyslexic individuals do not only differ from non-dyslexics in the ways they process written language. Rather, they differ in the ways they process almost all kinds of information. Consequently, researchers now see that they will need to study more than reading and writing. In addition, dyslexic individuals are seen to share common strengths as well as areas of difficulty – and these strengths usually involve brain functions unrelated to reading. Indeed, the strengths of dyslexics provide the reason that there are so many dyslexic individuals in the human population – that is, the dyslexic wiring pattern in the brain has been selected over long periods of time as a favorable trait and this provides the basis for achieving such high prevalence. Increasingly, researchers are becoming more aware that dyslexia is a late-blooming profile. The strengths of dyslexics are often more apparent later in development than the strengths of many non-dyslexics. Consequently, because these strengths are more apparent in adults than children – when the nervous system is fully matured – it is now seen as important to study dyslexic adults, including those who are excelling in their lives and work as well as those who continue to have difficulties. Another important observation within the Dyslexic Advantage perspective is that it may be inherently difficult to measure the things that many dyslexics are good at. Dyslexic individuals often excel in complex high-level cognitive tasks.
Consequently, researchers believe they need to develop more creative research approaches and testing methods capable of measuring these high-level skills and talents. These researchers are learning to re-examine dyslexic children in light of what they have learned about the mature adult dyslexic brain. This way, they hope to be able to better understand the true nature and significance of what they observe in the earlier stages of development. To emphasize this last point, the Dyslexic Advantage organization has chosen to adopt the image of the butterfly as the institutional logo and symbol – believing that one can only see what the dyslexic brain is “trying to become” by considering its mature form. If one were to study caterpillars only, one would never guess that this fat, ugly worm with so many legs is ultimately destined to fly high and far on wings of iridescent beauty. (Personal communications, Dyslexic Advantage, October 2013.) Thomas West 1 November 2013
22
Thomas G. West, author of Thinking Like Einstein and In the Mind's Eye
(One of the "best of the best" for the year, American Library Association; new revised edition with Foreword by Oliver Sacks, MD, released September 2009).
Blog: http://inthemindseyedyslexicrenaissance.blogspot.com.
23
The Asia Pacific Journal of Developmental Differences is unique in addressing a range of special educational needs including dyslexia, autism, dyspraxia, dyscalculia, and ADHD in the Asian Pacific context. The journal covers theory into practice and will provide a showcase for research in the Asia Pacific region as well as highlighting research areas which have implications for further research within Asia and beyond. The brief of the journal is to include research papers based on sound methodology, reviews of developments in the field, and case studies of theory into practice. We will publish controlled studies, longitudinal studies, and simple accounts of approaches that have worked in the Asia Pacific context. There is also a strong commitment to recognising the need for greater understanding for children with developmental differences, and this will be a theme running throughout the journal, starting from this first issue. This journal should be a showcase for publishing material from well established and highly regarded authors right through to post-doctoral students and teachers who have never prepared an article before. The editor is committed to developing the skills of her contributors, where appropriate, to facilitate the growth of a new generation of researchers and practitioners. The peer review process will ensure that all the material selected is worthy of publication in the journal. We are confident that we can maintain this standard of submission for the next issue that will be published in July 2014. We also plan to make articles available on the new DAS website for early viewing, following acceptance for issue 2 onwards.
Second issue is available in August 2014
DAS Launches Its First Journal
By Professor Angela Fawcett
DAS Academic Director Emeritus Professor
Swansea University, UK Honorary Professor,
University of Sheffield, UK
24
25
26
Level
Post
Nominal
Designation
Annual
Fee
S$
Qualification Minimum
Requirement Recognition
Affiliate
Member
of RETA
None
(Advocate) $64.20
Has attended a minimum 15-hour course which explored the nature, characteristics and the basic intervention strategies for learners with Specific Learning Differences (SpLD).
For example: Certificate in Dyslexia Studies
-
An individual who is interested in
the work of educational therapists
Associate
Member
of RETA
None
(Advocate) $96.30
Has attended a minimum 30-hour course which has equipped the candidate with theoretical knowledge and practical skills (clear demonstration of practical teaching abilities) required to provide literacy support to SpLD learners.
For example: Certificate in Dyslexia and Literacy Teaching
Practical specialist training
Achievement
of 10 CPD hours per year
An individual who supports the work
of Educational Therapists and is
committed to Continuing
Professional Development (CPD)
Member
of RETA
MRETA
(Practitioner) $128.40
Is a graduate and at least holds a diploma in a relevant field, which clearly demonstrates the requirements of the associate member level.
For example: Post-graduate certificate in SpLD or Diploma in Special Education (Dyslexia Studies)
Two years relevant experience
Achievement
of 10 CPD hours per year
An experienced educational
therapist with further
qualifications
Associate
Fellow of
RETA
AFRETA
(Practitioner) $160.50
A post-graduate diploma holder, who is qualified in an area relevant to educational therapy such as education, psychology, speech and language, literacy, etc.
For example: Post-graduate Diploma in SpLD
Four years relevant experience
Achievement
of 20 CPD hours per year
A senior educational
therapist who is qualified to
conduct specialist training courses
Fellow
of RETA
FRETA
(Practitioner) $214.00
Holds at least a Masters Degree in a relevant area and has made significant contribution to the advancement of the profession in research, training or other activities.
For example: Master of Arts in SpLD
Eight years relevant experience
Achievement
of 20 CPD hours per year
A senior educational
therapist who has made significant
contribution to the profession and who
can supervise training
MEMBERSHIP DETAILS
Applications will be reviewed by panel advisers, and
successful applicants will be informed of their
membership status.
Upon approval of application, please make payment
to the Dyslexia Association of Singapore. Payment
can be made via these modes: cheque, NETS and
PayPal.
We accept applications all year round, but approval
of applications only happens four times a year:
January, April, July and October.
Ways to Apply: 1. Application forms can be downloaded from the website:
www.reta.sg 2. An administrative processing fee of $20 (SGD) is payable
upon application 3. Fax the form to: 6643 9643 4. Mail the form to: 73 Bukit Timah Road, #05-01,
Rex House, Singapore 229832
5. For inquiries, call: 6336 2555 or contact us at: [email protected]
27
Recent Passport-size Photograph
Register of Educational Therapists (ASIA)
An initiative by
PART I PERSONAL PARTICULARS FULL Name: (As in NRIC/PASSPORT, underline Surname)
NRIC/Passport/ FIN No.:
Postal / Home Address:
Home:
Office:
Post Code: Mobile:
E-mail Address:
Preferred Name & Title to appear on Register & Membership Card:
Gender:
Female / Male
Date of Birth: Place of Birth: Nationality:
PART II EDUCATIONAL/PROFESSIONAL QUALIFICATIONS Please list qualifications in chronological order starting with the latest achieved, and attach certificates: i) Local application - please visit the Rex House in person to certify true copies of certificates ii) Overseas application - please provide photocopies of certificates and verification from institutions
Year Qualification Obtained Institute/University
If you are presently attending any course(s), please give details of Course / Institution
PART III EMPLOYMENT
Present Occupation
Employer/ Organisation
Name & Address of Business
Former Occupation Employer/ Organisation
Name & Address of Business
Former Occupation Employer/ Organisation
Name & Address of Business
Number of Years Teaching/Tutoring in Dyslexia and/or other specific learning difficulties Area of Expertise:
PH
ON
E C
ON
TAC
TS
APPLICATION FORM
28
PART IV TWO REFEREES (Please attach copies of testimonials from referees listed – these should be from clients or employers)
Name Relationship Contact Number E-mail address
PART V PRIVATE CONSULTATION If you are available for private consultation, please indicate your preferred mode of contact, so that members of the public can contact you. Please also indicate your preferred zones within Singapore (e.g. East, Central, West, etc).
Preferred zones within Singapore Preferred Mode of Contact
DECLARATION As a member of the Register of Educational Therapists (Asia), your name will be made available to the public who may seek to employ/consult your services. Please complete the following to the best of your knowledge. We thank you for your kind co-operation.
Have you ever been convicted of a criminal offense, felony or misdemeanor? (If yes, please state nature of offense. Note: an affirmative answer will not necessarily result in disqualification.)
o Yes o No
Have you ever been convicted of any offence involving sexual, child, physical or drug abuse, or fraud of dishonesty? (If yes, please state nature of offense. Note: an affirmative answer will not necessarily result in disqualification.)
o Yes o No
Have you ever been dismissed, discharged, terminated or suspended from employment? (If yes, please state under what grounds.)
o Yes o No
Have you ever had, or are you suffering from any mental illness? (If yes, please state the condition.)
o Yes o No
APPLICATION CHECKLIST The following checklist provides a guide to the completion of the application. Please check off the following items as completed.
[ ] The information that I have provided in this form is complete, genuine and accurate.
[ ] I understand that provision of false particulars or suppression of material facts will disqualify me from joining the Register.
[ ] I have attached/paid the application processing fee of $20.
Payment mode:
[ ] Paypal [ ] NETS [ ] Cheque, cheque number: ____________________
[ ] My certificates have been certified as true copies and/or I have attached verification of my qualifications from the awarding
institutions.
[ ] I have attached photocopies of my NRIC or passport.
[ ] I have attached two testimonials from my referees.
Date of submission: Signature:
29
Professor Angela Fawcett Professor Angela Fawcett is a leading international researcher into dyslexia and other developmental disabilities, encompassing a range of theoretical and applied contributions to this field. Her approach is broad and interdisciplinary ranging from child and cognitive development to educational screening and intervention, as well as developmental cognitive neuroscience. She is the Vice President of the British Dyslexia Association and also the Former Chair and Director of the Centre for Child Research at the Swansea University, UK.
Michelle-Lynn Yap Michelle-Lynn Yap is the Registrar of the Register of Educational Therapists (Asia). Her portfolio includes a decade of experience in overseeing and providing training for parents and educators in the field of Specific Learning Differences, both locally and overseas. Her interaction with practitioners and her own classroom experiences in the capacity of a Senior Educational Therapist has enabled her to offer practical strategies in her course design and delivery. Michelle also presented a pre-conference workshop and plenary session at the 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities 2013 in Kuching, Sarawak. Her academic achievements include a Master of Arts in Specific Learning Differences (Merit) and a Post Graduate Certificate in Learning and Teaching in Higher Education (Distinction), London Metropolitan University, UK. She is also a qualified trainer with the Advanced Certificate in Training and Assessment (ACTA) by the Singapore Workforce Skills Qualification (WSQ).
Deborah Hewes Deborah has been with DAS since May 2011 and is currently the Head of Publicity and Publications. Deborah is a dyslexic and is passionate about increasing awareness of learning differences. All three of her children have learning differences and as a result she has spent the majority of the last 17 years supporting her children’s academic careers. Deborah has lived in Singapore for 13 years and she has devoted the majority of her time working in an international school as a Learning Support Assistant and parent volunteer supporting students in math, reading and literacy. She has also worked as a shadow assistant for students with behavioural issues and Asperger’s Syndrome.
CONTRIBUTORS FOR THIS ISSUE Answers to “Word Play
1. hotter water
2. merry berry
3. flower power
4. bony pony
5. regal eagle
30
Grab one today! www.dasint.org.sg/services/at-resources.html
Nessy Fingers is a powerful way to improve spelling by developing your memory for movement. Age: 8+ years
$45.00 for single user license
Word Shark 4 combines the excitement of computer games with the serious task of learning to read and spell.
Age: 5 – 15 years
$128.00 for single user license
Number Shark 4 teaches and reinforces numeracy using 45 carefully designed games, with over 500 topics to choose from.
Age: 5 – 16 years
$108.00 for single user license
MindGenius 4 is ideal for students of all ages in planning essays, projects and reports as well as organizing study notes and revising for exams.
Age: Above 12 years
$135.00 for single user license
Clicker 6 is an award winning literacy tool that enables students of all abilities to significantly develop their reading and writing skills.
Age: Above 5 years
$170.00 for single user license
ClaroRead is a text-to-speech software integrated closely with Microsoft Word that supports individuals struggling with reading and writing.
Age: Above 5 years
$326.00 for single user license
Global AutoCorrect is a discreet software tool that assists people with literacy difficulties by automatically correcting your spelling as you type. Age: All Ages $119.00 for single user license
All RETA Members receive a 10% discount (All prices are subject to change)
Nessy Fingers is a powerful way to improve spelling by developing your memory for movement. Age: 8+ years
$45.00 for single user license
Nessy Learning Programme enables all abilities to read, write and spell with confidence.
Age: 5 – 15 years
$225.00 for single user license
![RETA Presentation by Dean Pedrotti[1]](https://static.documents.pub/doc/80x56/577cdd7f1a28ab9e78ad2688/reta-presentation-by-dean-pedrotti1.jpg)
