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This commentary has been provided by Alex Pagett from Sunbeam Education

Thinking Differently: Potential Strengths of Dyslexia at School

Discussions about dyslexia regularly focus on the challenges it presents, particularly reading, writing, and spelling. There’s no doubt that these are significant and require support. However, focusing only on the challenges misses an important part of the picture. Research suggests that the different way the brain is wired in dyslexia might also lead to some valuable strengths. Understanding these is important when thinking about learning with dyslexia.

A very interesting research summary (Not All Those Who Wander are Lost: Examining the Character Strengths of Dyslexia) has been written on this, and we will include all the research papers used in this article.

Even though we are talking about the strengths that come with dyslexia, it’s important not to generalise. Not every person with dyslexia will have these strengths, and research is ongoing.

1. Visual-Spatial Reasoning and 3D Thinking

Some people with dyslexia show improved abilities in understanding and mentally maneuvering shapes. They might be good at visualising objects from different angles or understanding how things fit together.  

In School: This could look like talent in geometry, technical drawing, design technology (DT), model building, or understanding diagrams and maps. They might grasp physical concepts in science more readily than others.  

The Evidence: Some studies show dyslexic individuals outperform non-dyslexic peers on tasks like reconstructing 3D objects from memory or identifying impossible figures. Research used neuroimaging to show more efficient brain usage patterns for certain visual-spatial tasks. Find more information at Dyslexia and Visuospatial Processing Strengths.

2. “Big-Picture” Thinking

Thinking outside the box and building novel ideas are regularly linked with dyslexia. This involves making unusual connections between concepts or working with a ‘big picture’ rather than getting in on the details.  

In School: Students might offer new ideas or excel in creative subjects like art or drama, independent of how hard they find writing. They might understand the lesson quickly, especially if explained visually or orally, or enjoy strategic thinking.

The Evidence: There seems to be strengths in divergent thinking (finding unique solutions) and whole idea processing. Some researchers propose that this relates to ‘exploratory’ cognitive styles. See resources like Seeing Dyslexia as a Unique Cognitive Strength and Embracing Dyslexia: My journey and the strengths it brings.  

3. Narrative Reasoning and Episodic Memory

Some evidence suggests people with dyslexia can be strong at thinking and remembering information in the form of stories or personal experiences (episodic memory), rather than just abstract facts. This can even feel uncanny as they remember some things with incredible detail.

In School: This might mean that students with dyslexia have excellent recall for events, field trips, or audio stories. They might learn history well when presented as a narrative. This type of memory can be used as a learning strategy.

The Evidence: Some researchers and groups like Dyslexic Advantage highlight this ability to think and remember in terms of experiences or mental scenes. Some reports suggest this type of memory helps connect ideas and build understanding of the bigger picture (University of Michigan’s Dyslexia Help). However, research is complex, and other studies mention that there are challenges with certain memory tasks. Many people with dyslexia rely more on this type of learning even if other types of memory recall are harder.

4. Empathy

Anecdotal reports and some research suggest individuals with dyslexia can possess strong interpersonal skills and empathy. Those who are navigating their own challenges can form greater sensitivity towards others.  

In School: They might be good team players in group projects, act as mediators, or show extra kindness and fairness towards classmates. They may possess strong emotional intelligence.  

The Evidence: Enhanced empathy and skills in “reading” people and social situations are often reported. 

Conclusion

It’s important to remember, that although there are real challenges to dyslexia, the brain works around these and often excels at other things. A more balanced picture helps with self-confidence. Try learning with these strengths, like project-based learning or storytelling, alongside specific, extra support for school challenges, can make a positive difference. 

Focusing only on what’s not working can be upsetting. By acknowledging and building on the potential strengths associated with neurodivergence can help students with dyslexia build confidence and lead to success.  

Alex Pagett PhD. is an expert in productivity and coaching students with SEN and has a PhD in Chemistry from the University of Edinburgh. He founded Sunbeam Education, an expert tutoring and coaching company to support students and families with SEN across the UK. Alex had been diagnosed with ADHD and has family with autism.

Sarah Mitchell has been in touch with a  solution for the frustration of finding the right resources

As a specialist literacy teacher, I’m sure I’m not alone in feeling frustrated and overwhelmed by the lack of resources available especially for older students. I know I certainly felt that way when I completed my Level 5 certificate. Where were the resources that made it easy to explicitly teach phonics, morphology, grammar, and writing skills? The ones I found were often lengthy, outdated, and left too much of the planning to the reader.

I recall feeling like I was stuck in a rut, searching for resources that would provide the structure and guidance I needed to support my students’ learning. But what I found was either too vague or too rigid, leaving me with more questions than answers.

As I began to create my own resources, I knew that I had to make them different. I wanted to create something that would be easy to use, evidence-based, and accessible to all specialist teachers. Something that would provide the clarity and guidance we needed to teach literacy with confidence.

After years of working with students with Specific Learning Difficulties (SpLD), I knew that what they needed was a systematic and sequential approach to learning. An approach that would identify and address their gaps in knowledge, rather than trying to follow a rigid program from start to finish.

 

**The Teaching Structured Literacy Series**

The result is the Teaching Structured Literacy Series, a set of four books designed to support specialist teachers like you. Each book is carefully crafted to provide clear structure, guidance, and activities that can be tailored to your students’ specific needs.

The first book, “The Ultimate Scope and Sequence for Teaching Structured Literacy,” provides a comprehensive framework for teaching literacy, including phonics, morphology, etymology and accurate spelling rules.   **Feedback from Claire Harvey, Head of Education at the Helen Arkell Dyslexia Centre: “A cumulative, sequential, step-by-step approach to teaching literacy underpins all specialist tuition. Checklists to track progress, and word examples for each task. I wish I had this book when I was training!”

 

The second book, “How to Teach Every Spelling Pattern Ever,” delves into the why behind spelling patterns and words, providing explanations. Claire says: “Includes not only the WHAT to teach but also the HOW to teach spelling, including explanations for WHY words are spelt as they are. Drawing on morphology, etymology, and phonology, this book delivers a story behind even some of the trickiest letter patterns and words to teach, making them ultimately more accessible, meaningful, and memorable for both the specialist teacher and the learner. This is a super resource for any specialist teacher to have in their toolbox!”

 

 

The third book, “Assessing Reading and Spelling: For Teaching Structured Literacy,” offers checklists and assessments to help identify specific areas of difficulty and track progress. Claire says: “Supports specialist teachers to assess, plan and then deliver personalised literacy targets based on their learner’s specific areas of weakness and gaps.”

 

 

And finally, “Transform Your Literacy Intervention” provides practical advice on how to structure lessons with SpLD learners, along with valuable resources and reinforcement activities. Claire says: “For any specialist teacher looking for support on how to structure their lessons with SpLD learners, this book delivers. It includes a lesson template alongside valuable advice on how to deliver lessons to ensure targets and teaching goals are achieved. There are some super examples of teaching resources and plenty of reinforcement activities and games to ensure learners can practice and embed new skills. Thank you, Sarah, for another super book in your range.”

**What You’ve Been Waiting For**

I’ve been thrilled to hear from hundreds of specialist teachers who have used my resources and have seen real improvements in their students’ learning. The feedback has been overwhelmingly positive, with many teachers praising the clarity and simplicity of the resources.

As someone who has been in your shoes, I understand the frustration and uncertainty that comes with trying to find the right resources. But I’m confident that my series can help you overcome these challenges and provide the support you need to teach literacy with confidence.

So why not take a look at the Teaching Structured Literacy Series today? With these resources at your fingertips, you’ll be well on your way to transforming your literacy teaching practice and making a real difference in the lives of your students.

Available at the Helen Arkell Dyslexia Centre online bookshop. A portion of the sale goes to the charity.

The Ultimate Scope and Sequence:

https://helenarkell.org.uk/product/ultimate-scope-and-sequence-for-teaching-structured-literacy/

How To Teach Every Spelling Pattern Ever:

https://helenarkell.org.uk/product/how-to-teach-every-spelling-pattern-ever/

Assessing reading and spelling:

https://helenarkell.org.uk/product/assessing-reading-and-spelling-sarah-mitchell/

Transform Your Literacy Intervention:

https://helenarkell.org.uk/product/transform-your-literacy-intervention/

www.helenarkell.org.uk

Join Tina, a mum of a dyslexic child and her blog, a must read for parents who have just discovered their child has a learning difference.

A2Z Dyslexia

Disability ? / ability? 

 

Dis / Dys it’s a prefix which denotes lack 

 

Life is full of coincidences and probability and hidden patterns 

 

 A 5 and an S look similar if badly transcribed. The source of the error can hard to see is it the transcription or something inside me.

 

 A constant struggle to hide in a world of ableism 

 

The able do not see the ism , cause there preconceived idea is that everyone is like them. 

 

QED

 

 ableism is hidden just as my disability is hidden it does nt show on the surface 

 

I am not neurotypical nor are the people I work with our expressions are different 

 

like those born into a foreign culture we see the world differently 

 

This happened in the womb during our formation at a genetic level our brains processed differently

faster in some regards slower in others

Just different not better or worse 

the pathways  create new Neuro connections

give us new and different expression 

 

I am on this spectrum of existence grouped with us neurodiverse bunch of whom I am proud to be associated with some of us are non verbal

But what I have learned from my none verb kin is expression does nt have to be limited to  language it expressed emotionally , creativity in many tender and human ways

It’s exciting to look at the world though new eyes 

 

Art and the art of living can nt be contained by such limited definitions as able / disable cause where others see lack I see humanity reaching exploring finding new ways of being 

 

In community 

In nature 

With use of technology 

All in creative and diverse ways

Expressing are total selves in totally unique ways 

 

Finding away in a maze not of our making 

Making a life 

Expressing our spirit

With our wired different brains

 

I hated my label at school 

Labelled thick 

But now I embrace it 

Viva la difference 

Because those who think differently 

Add new ways of seeing to the wonderful world in which we live 

 

Check out some more of Rob’s writing using these links:

 

https://cs.astronomy.com/asy/b/astronomy/archive/2008/12/08/relativity-rap.aspx

https://www.abctales.com/story/valiswaverider/shorthand-conversations

https://www.abctales.com/story/valiswaverider/shoreline-autumn

And, a short story:

Kid.

 

That you Jack ? 

 

It took me six weeks to gain my sea legs now I was finding it an usual sensation to be back on dry land. 

The docks in Liverpool were dull grey and feature less in fact no less feature less than the arctic circle in the middle of winter. I had never known cold like we experienced on those winter coveys. 

 

I held a cigarette to my lips to fight off the  cold of a bitter wind at the quayside. The dock was a hive of activity we were loading up for the next voyage but it was long slow work and at present there was no real sense of urgency. 

 

Another ship was docked much further down the side of the quay. They were offloading prisoners off war in handcuffs. 

Albert who I was working with started shouting at one of them “ well bugger me , Jack , Jack is that you ?”  The prisoner looked over at Albert and smiled a smile of pure joy. “Albert” he responded. 

“What the hell are you doing in a Jerry uniform”. The guards did nt seem to mind the two of them chatting.  “Well it’s a funny story really I was visiting my uncle  in the Black Forest, when the next thing you know war had been declared and they have conscription over their well I could nt very well say no or they d have had me shot , so the next thing you know I am in the German navy”. 

 I did nt let on I was English or they d have hung me as a spy but all those summers in the black Forrest helping on the farm with Uncle Ernst meant I was a fluent in German , anyway it’s been a nightmare and the ship getting torpedoed was really a blessing in disguise,  can you do me a big favour and let the wife know I am still alive may be just keep quiet about the been in  German navy part. 

 

Thanks R Wheeldon

Alex has written a book about a detective cat who gets their letters mixed up, see below for more information….

Hello
I have written a children’s book (ages 8 – 12) about a cat who is a detective. In order for him to communicate with the pet’s owner he fashions a note from scratching out letters from magazines only he gets the letters b, d, p and q mixed up.

Find out more, use this link