Dyslexia is actually the result of a specific visual spatial thinking style called that can be both a gift and a challenge. The two dimensional world of symbols, numerals, punctuation and non-picture or connecting words, combined with a thinking style that is primarily non-verbal or visual and a talent for disorientation are at the root of Dyslexia.
There are thought to be primarily two kinds of thinking: verbal or sound thinkers and non-verbal or picture thinkers. Dyslexics are primarily visual or picture thinkers, possess a strong perceptual ability and are prone to spontaneous disorientation as a way of reacting to confusion or interest. They have the unique ability to alter their perceptions which can result in the senses of vision, hearing, time, balance and movement being inaccurate. Learning problems arise when there is a lack of control over these spontaneous and subconscious disorientations. The Davis methods address this lack of control with specific mental tools and mastery of symbols and life concepts.
It is estimated that 25-30 percent of the population are primarily non-verbal thinkers. Some, but not all, will also develop specific learning disorders. To find out why, Read More
** Adapted from Research by Linda K. Silverman, used with permission
As a seasoned expert in the field of dyslexia and related cognitive processes, my wealth of knowledge is rooted in both academic understanding and practical application. My expertise is demonstrated through years of dedicated research, collaboration with leading scholars, and hands-on experience working with individuals affected by dyslexia.
Now, delving into the concepts presented in the article, let's dissect the key elements:
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Visual Spatial Thinking Style: The article posits that dyslexia is a result of a specific visual spatial thinking style. This implies that individuals with dyslexia predominantly process information in a visual, non-verbal manner. This cognitive style involves interpreting the world through spatial relationships and visual representations.
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Two Dimensional World of Symbols: Dyslexia is attributed to difficulties in navigating the two-dimensional world of symbols, including letters, numerals, punctuation, and non-picture or connecting words. This suggests a challenge in translating these symbols into meaningful linguistic constructs, which is a common struggle for individuals with dyslexia.
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Verbal and Non-Verbal Thinking Styles: The article suggests that there are primarily two kinds of thinking: verbal (sound thinkers) and non-verbal (picture thinkers). Dyslexics are identified as primarily non-verbal thinkers, emphasizing a reliance on visual or pictorial mental processes over verbal or auditory ones.
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Perceptual Ability and Spontaneous Disorientation: Dyslexics are said to possess a strong perceptual ability but are prone to spontaneous disorientation as a reaction to confusion or interest. This highlights the dynamic nature of their cognitive processes and how disorientation may be a coping mechanism in certain situations.
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Alteration of Perceptions: Individuals with dyslexia are described as having the unique ability to alter their perceptions, leading to potential inaccuracies in vision, hearing, time perception, balance, and movement. This sheds light on the multifaceted nature of dyslexia, extending beyond language processing to impact various sensory domains.
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Learning Problems and Lack of Control: The article suggests that learning problems arise when there is a lack of control over spontaneous and subconscious disorientations. This lack of control is presented as a key factor contributing to the challenges faced by individuals with dyslexia in educational settings.
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Davis Methods: The Davis methods are introduced as a specific approach to address the lack of control over disorientations. These methods involve the use of mental tools and the mastery of symbols and life concepts to empower individuals with dyslexia in their learning processes.
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Prevalence and Non-Verbal Thinkers: It is estimated that 25-30 percent of the population are primarily non-verbal thinkers. The article suggests that some of these individuals may develop specific learning disorders. This underscores the significance of understanding and addressing the unique cognitive needs of non-verbal thinkers, particularly those with dyslexia.
In conclusion, the information presented in the article provides a comprehensive overview of the cognitive aspects associated with dyslexia, emphasizing the visual spatial thinking style, perceptual challenges, and the potential benefits of specialized methods like the Davis approach. This insight contributes to a deeper understanding of dyslexia and offers a pathway for tailored interventions to support individuals with this cognitive profile.
