Why Is Writing So Difficult for the Dyslexic?
Why is Writing So Difficult for the Dyslexic?
Two Reasons and An Inexpensive, Simple Solution
“I transpose words more than I do letters. When I’m trying to think and write and type, I invariably leave things out. My scenes and characters – the whole shebang – come out very flat and have to be reworked later. I’ve been writing with a clipboard, loose leaf paper, and an ink pen since I was thirteen.” ~ Dyslexic author unknown
Although every case of dyslexia is unique, the frustrations listed by the author above are typical. In 1990, I remember going to one of my superiors at work after I’d been working (writing) on a theme party for several hours. What I presented to Ben was literally incomprehensible. Ben’s comments to me were, “Bill, it’s like you have this conversation in your head, but only about two thirds of the conversation makes it to paper.” I now know why this happens!
The two reasons:
The dyslexic thinks in a very high percentage of three-dimensional thought with the dominant sense being sight when reading or writing. Furthermore, when doing these two skills, the dyslexic is totally dependent on their Mind’s Eye. In other words, it’s what the Mind’s Eye sees or doesn't see that causes the problem.
When writing, whether dyslexic or not, one thinks with every word they ultimately choose to put down on paper. So, if a written word has not been mastered, then how can anyone, whether dyslexic or not, write with it?
If someone you know is struggling to write and capture effectively their thoughts and feelings on paper, then it is time to examine where things went astray. For the dyslexic, one usually starts off well for a sentence or two, maybe even a paragraph, and then things start to unravel. The attempt at writing becomes so disjointed that usually the dyslexic throws away what they have been writing before even a page is completed. The reason the dyslexic experiences this disconnect is due to the confusion associated with abstract words and symbols.
Once all three parts of abstract words and symbols (what a word LOOKS like, what a word SOUNDS like, and what a word MEANS) have been mastered with a three-dimensional reading program, then the skipped words, transposed words, phrases and sentences are reduced dramatically when writing. Even if there is an omission, it’s easy to go back and correct. Meanwhile, the brain’s train of thought is able to stay on task.
The Solution for the Dyslexic Adult or The Child who Can Read but Does Not Like to Read
Purchase the latest state of the art, voice dictation application to go with the computer your dyslexic uses for writing.
When born, we each are already equipped neurologically to learn to speak the language we hear around us and communicate with it. Verbal language begins to be acquired in the womb, and develops as we grow up. We all progress at our own speed in learning to communicate through speech. Spoken language is processed by the senses and therefore “makes sense” to 3-D Sensory Learners like dyslexics. Your child becomes verbally fluent with the spoken use of abstract words and symbols, as well as concrete words, as they grow up. However, unfortunately, there is not an automatic translation of your child’s verbal skills to their ability to read and write. They have to master reading the abstract words and symbols by learning to use the 3 parts of each whole word – its look, its sound, its meaning - as a 3-D sensory experience of the word or symbol that makes it recognizable to them.
So, with voice dictation (VD), you and your child can speak and dictate words that you cannot yet recognize easily in writing. The limitation of the use of voice dictation is that it seldom makes an exact copy of what is said, and therefore, the speaker has to be able to read what the VD wrote and edit the VD mistakes. This can be an overwhelming task for the very young child just learning to read; and it can be an acceptable task for a child who has mastered reading many words and still finds it difficult to write them out on paper. VD is for the older dyslexic child or the adult dyslexic who has mastered abstract words, symbols, and concrete words at their grade level, and tends to write very slowly and awkwardly.