Fact: Dyslexia is not related to IQ. That means you can have a very high IQ and be dyslexic, you can have an average IQ and be dyslexic, and you can have low IQ and be dyslexic.
He was deemed a troublemaker, yet even when he dropped out of high school, his strong people skills and creativity moved his headmaster to make a special recommendation to get him into college.
These tasks are usually challenging for people with dyslexia:
My problem was reading very slowly. My parents said “Take as long as you need. As long as you're going to read, just keep at it.” We didn't know about learning disabilities back then.
To read the entire press release, .
A similar study at Yale showed that a year after receiving such instruction, boys and girls continued to show increased activity in both the word-decoding and word-forming areas of their brains.
Excerpt from: “NIH-funded study finds dyslexia is not tied to IQ”
The study, using the latest imaging methods, gives researchers a glimpse of what may go wrong in the structure of some dyslexic readers' brains, making it difficult to integrate the information needed for rapid, “automatic” reading.
From a press release issued November 3, 2011
Using new software developed to investigate how the brains of dyslexic children are organized, University of Washington researchers have found that key areas for language and working memory involved in reading are connected differently in dyslexics than in children who are good readers and spellers.
By the U.S. Department of Health and Human Services
Researchers have also shown that the right kind of intensive instruction can rewire the brain and help overcome reading deficits. When Carnegie Mellon scanned the brains of youngsters who received a year of concentrated reading instruction, they showed 40 percent more activity in the word decoding areas of their brains, Dr. Just said.
To read the entire article describing this study, .
However, once the children with dyslexia received an intense and specialized instructional program, their patterns of functional brain connectivity normalized and were similar to those of good readers when deciding if sounds went with groups of letters in words.
Excerpt from: “Scanning for Early Signs of Reading Woes”
Dyslexic children use nearly five times the brain area as normal children while performing a simple language task, according to a new study by an interdisciplinary team of University of Washington researchers. The study shows, for the first time, that there are chemical differences in the brain function of dyslexic and non-dyslexic children.