In the past, having Dyslexia was thought to be deficit throughout life. This is not the case. It has been my experience that most dyslexics are able to see their world three dimensionally. Simply put, they seem to be able to think of the task that they need to accomplish and see it in their minds eye completing it. These individuals seem to pursue careers as architects or E.R doctors or even surgeons. Now there is research that may back what I have seen for so many years. This was an article that I came across that was written and placed on the International Dyslexia Association site. Hope you enjoy it.
“ Haskins Laboratories has conducted a new study examining the cognitive and neural bases of visuospatial processing abilities for different kinds of materials in adolescents with dyslexia compared to typically developing peers. In a nutshell, using both cognitive tasks and functional Magnetic Resonance Imaging (fMRI), researchers found the following:
- Behaviorally, individuals with dyslexia “showed a visuospatial processing advantage. Similar to findings have been shown in two previous published studies.
- Cortical and subcortical fMRI activation patterns (particularly in frontal-striatal networks and in distributions of right and left hemisphere activation patterns across tasks) suggest a possible neural tradeoff in which those with dyslexia process figures with greater facility while typically developing peers have a print-processing advantage.
This study lends empirical support to the hypothesis that people with dyslexia might possess certain types of visuospatial processing strengths. But wait. There are important caveats and cautions. (IDA, 2014)
We need to be cautious about interpreting the results from one experiment, especially for parents, educators, or people with dyslexia. First of all, this advantage in Impossible Figures, while it appears reliable, is nonetheless a small advantage in speed, not a major difference in any way. Thus, we don’t want to overstate the impact of this speed advantage in real world contexts. Secondly, we still cannot determine from this study why the dyslexic brain processes Impossible Figures with more efficiency. We need to understand that better. And, until we do, we should not make overly strong inferences or conclusions. For example, we cannot rule out that this advantage in Impossible Figures processing is simply a consequence of less reading experience compared to controls. In other words from this one study alone, we don’t know if this is a cause or a consequence. This leads us to what we need to do next.
The bottom line is this: There seems to be a cognitive and neurobiological basis for the notion that some aspects of visuospatial processing appear to be an advantage in children with dyslexia. Whether this advantage has a profound effect on real world experience is beyond the scope of any one behavioral-neuroimaging study. Therefore, until we have a richer scientific foundation, caution is needed. But this study does suggest a whole new avenue of research that might help us better understand how cerebro diversity manifests in children with and without a learning difference such as dyslexia.(IDA, 2014)
Read the complete article found here