Dyslexia and Language - Disorder or Difference? - Maggie Snowling CBE
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- Опубликовано: 27 фев 2024
- Check out Maggie Snowling discussing this lecture and your unanswered questions on our brand new podcast "Any Further Questions?' available on Apple and Spotify
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Difficulties with reading and writing have wide-ranging effects beyond academic achievement, including on career opportunities and personal well-being. However, the concept of dyslexia continues to be debated: is the term useful? How does it relate to spoken language?
This lecture describes what is known of the causes and consequences of reading difficulties and how they relate to other common conditions that affect learning. It will look at the importance of early intervention and how best to support children with dyslexia.
This lecture was recorded by Maggie Snowling CBE on 8th February 2024 at Barnard's Inn Hall, London
Professor Maggie Snowling is Emeritus Professor of Psychology, University of Oxford, and Research Fellow, St. John’s College. She is also professionally qualified as a clinical psychologist.
She was appointed CBE for services to science and the understanding of dyslexia in 2016.
The transcript and downloadable versions of the lecture are available from the Gresham College website:
www.gresham.ac.uk/watch-now/d...
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Maggie appeared on the latest episode of our podcast 'Any Further Questions?' to answer all the questions we didn't have time to get to. Listen on Spotify and Apple now!
Maggie - you diagnsed my dyslexia over 40 years ago - totally changed my life trajectory - thank you !!
I’m dyslexic and learnt to read before Primary School, my reading age was always ahead of my actual age while at Primary school, my problems come from how my brain works.
Same here. I couldn't spell and my handwriting is still garbage.
Thank you kindly
After watching this, I have no idea why I was diagnosed. Everything described is the exact opposite of my life.
Is there any relationship to the ability to correctly spell words and dyslexia? To this day, I still have problems with spelling despite excellent reading and comprehension skills, and having obtained multiple degrees and having had a full career lasting over 50 years. I tend to spell phonetically .
I'm diagnosed dyslexic and can't spell. I was reading at a 5th grade level in first grade and was able to read six hundred words a minute with 96% retention when I graduated high school. What I was not able to do was spell and have bad hand writing.
I once saw inside elementary school where one of the walls had been whitewashed and used to show what each letter of the alphabet was.
Something local had been drawn beginning with the letter and the word written beside it. Everyday things that the children saw arranged on a wall and the word beside it. That was a lot easier to grasp than a book.
As a dyslexic, disorder. Definitely disorder.
Considering that thhere seems to be a continued prevelance of dyslexia and also taking into consideration that there is a genetic component, could there be a reason why it exist? Does it provide an advantage to the individual or the community? Why hasnt it been selected against?
Thank you for explaining the condition . And yes it does go in family's.
My father had some dyslexia, I have been diagnosed with it and my son.
I felt having the diagnosis helped me not to blame myself for not understanding words but understanding that I had a issue that I needed to understand and work round the difficult. I say, I'm a wall with stones missing. If two stones besides each other it can fall down. I'm a Welsh speaker which makes it easier to spell.
What I want to know is, does dyslexia occur in languages in which the script is different, for example adjab (Arabic) syllabic (Cherokee) abugida, such as (Brahmic scripts) or pictograps, such as (Japanese?)
I have witnessed that adults to segment words in phonemes find it just as hard as children if they had never done it before.
great talk. i know someone who has aphantasia and also has reading quirks. The reading quirks don't seem like dyslexia by any measure. Are there other reading issues that are not dyslexia? I think there might be a link to aphantasia.
I'm diagnosed dyslexic and if I'm not wrong, not completely aphantasic, I have a very hard time forming mental imagery and they last only a moment.
I may be an odd example though because I was able to read very well even before school. I was diagnosed with dyslexia because I couldn't spell or write. I've personally wondered if not being able to picture words in my head contributed to that.
@@emmettobrian1874i also have been diagnosed with dyslexia and am aphantasic, I have little or no ability to conjure up an image of something in my mind, I had not made any connection between this and dyslexia tho
@@jog1546 I don't know if one condition feeds into another. I asked a friend, he said that when he spells a word, he sees the letters flash in his mind like they're very large. It stands to reason that without that ability, it might require alternative systems to learn to read and those systems might be suboptimal.
The rate of dyslexia is low in China. Interestingly many people who are okay to read Chinese have great trouble learning English. It's possible that some characteristics of the Chinese language prevent dyslexia.
Disxelya?
Jokes apart - I really want to learn about it and Gresham College lectures are usually excellent!
Dyslexia is far beyond reading challenges but fine provide a science lecture that is more disinformation than accurate. It’s what I’ve come to expect. Society reinforces defining the difference in terms of people’s biases rather than reality. So kids who read differently are bothersome to teachers, ignoring the differences that are broadly present in their capacity, brains and insight. The science gets reduced to studying biases about how people should be rather than studying how reality is. Sad to see brilliant people dedicating their scientific work to bias not reality.
As a dyslexic, I'm struck by what is missing in this process of understanding, because I'm not convinced that you have a full understanding at all. The focus on reading and the dyslexic impact slow learning to read has, whilst an important part of development, doesn't stop there at eight years old. Until those studies have taken the full life span of dyslexics into consideration, your understanding of the condition will remain limited.
Whilst slow learning to read has limitations for an individual, did that same individual, however, overcome these disadvantages, and at what age did this take place? Also, having overcome these childhood limitations did the same individual then excel, showing skills and traits not found in those quick to learn children? If so, in what areas of endeavour did these skills & traits occur and what neurological processes had occurred between childhood and maturity for them to have taken placed? Once these factors are considered, a possibly different neurological understanding may actually occur that hasn't to date been considered. Such a genetic and neurological understanding might differ enormously from those held by the scientific community today. The process of understanding, for me, is still be underway.
Dyslexia is not a disorder, but a gift evolution has bestowed upon a small portion of society. It differs greatly across the human population, something the neuro-typicals within human society can't grasp. It is a gift (or difference) that the AI community has already identified as optimal skill set. A gift that doesn't think in a linear way, but in a far more broad and expansive way that neuro-typicals can't appreciate nor understand. And, could explain the lifelong persecution by neuro- typicals of the divergent sector of their society. However, in the end, I believe we will reach an understanding of what those differences actually are.
This is an oddly narrow and biased talk that ignores the realities of important aspects and often strengths of no -neurotypical brains. Sad to see scientists waist time perpetuating bias not doing science.
Your reply didn't allow me to comment, so I'm putting my thoughts here. I agree with you. The lecture had the exact same impression upon me, of what was a very important subject. To not go past the reading stage completely invalidates the findings in my opinion. There is so much that happened there after and was never recorded, nor included in one's findings and recommendations. Yes, we now realise the importance of data, something which in the past was obviously not appreciated. But there was far more implied here as well. That this wasn't of great importance and funding went to more important studies.
If we are comfortable, we might share our own notes. It may in fact trigger greater awareness of the true dimensions of dyslexia. Malcolm Gladwell wrote an excellent book on the very same neglect by science. Cheers.