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20% (Part 2)

As we mentioned in the last video, many non-dyslexic children will learn to read better if they are taught using the dyslexia-friendly approach of phonics instruction. But dyslexia-friendly instruction techniques can benefit most non-dyslexic children not just in the area of reading, but in other areas as well; like learning by doing or experiencing rather […]

20% (Part 1)

When we try to figure out how many people are actually dyslexic, it’s important to recognize that dyslexia isn’t just a matter of “yes or no”, but of “more or less”, and of “what kind”. As we’ve discussed, people with dyslexia show a range of findings, and the number of people who receive formal diagnoses […]

Challenges (Part 2)

Reading is a relatively new form of technology–it’s an invented skill. Before reading was invented a mere 5000 years ago, no one had “dyslexia” in the sense of a problem with reading. But 10-20% of us already had dyslexic kinds of minds. Why is this kind of mind so common? Remember our recent message on […]

Challenges (Part 1)

There is simply no denying that people with dyslexia face many kinds of challenges. But the degree to which those challenges create practical problems is often determined by how well the people around them understand and appropriately nourish dyslexic minds. For example, delays in mastering reading can only impact a student’s education across the board […]

Benefits of Dyslexia (Part 2)

In the century and a half since dyslexia was first described many of the greatest experts working on dyslexia have noticed this connection between dyslexic challenges in reading and spelling, and abilities in other areas. That was the topic of our book, The Dyslexic Advantage, and it’s also the topic of a growing number of […]

Benefits of Dyslexia (Part 1)

Have you ever wondered why are there so many dyslexic people? Dr. Norman Geschwind did. Dr. Geschwind was a professor at Harvard Medical School and one of America’s top neurologists when he gave a talk in 1982 where he asked that very question. The answer he gave was contained in this sentence:  “One of the […]

Range (Part 2)

People with dyslexia show a broad range of traits–both challenges and benefits. They vary in the kind and degree of their dyslexia-associated strengths and challenges; in their processing patterns; in associated conditions like adhd; and in the ways they respond to instruction. That’s why everybody with dyslexia needs to be understood in 2 ways: First, […]

Range (Part 1)

Here’s something about dyslexia that’s very important to understand. Dyslexia is a clinical syndrome: that is, it’s a set of traits that occur together commonly enough to form a distinct and recognizable pattern, but that don’t have a single underlying cause. Dyslexia isn’t caused by a single gene or other source. Instead, dyslexia has many […]


Compare dyslexic and non-dyslexic brains in almost any way you can think of, and you’ll find differences. At the level of large-scale brain structure there are differences in the ways the outer brain layers are folded. At the microscopic level there are differences in the ways the brain cells are organized to work together. And […]


When we say that dyslexia is “brain-based”, we mean that the processing features that are commonly seen in dyslexia–both the challenges and the strengths–arise from differences in the ways that dyslexic brains are built and function. These differences have nothing to do with being smart or dumb, with trying or not trying, with being diligent […]