[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:00.04,0:00:01.87,Default,,0000,0000,0000,,[Dr. Fernette Eide] Welcome, everyone!
Dialogue: 0,0:00:01.87,0:00:04.35,Default,,0000,0000,0000,,This is the first in what I hope will be
Dialogue: 0,0:00:04.35,0:00:08.97,Default,,0000,0000,0000,,a series of webinars that will be helpful
Dialogue: 0,0:00:08.97,0:00:11.42,Default,,0000,0000,0000,,to you, in our Dyslexic community at
Dialogue: 0,0:00:11.42,0:00:14.34,Default,,0000,0000,0000,,Dyslexicadvantage.com. What I'm going to
Dialogue: 0,0:00:14.34,0:00:17.66,Default,,0000,0000,0000,,do is do a brief overview of Dyslexia, and
Dialogue: 0,0:00:17.66,0:00:19.81,Default,,0000,0000,0000,,talk very briefly about the Dyslexic
Dialogue: 0,0:00:19.81,0:00:21.60,Default,,0000,0000,0000,,Advantage. We can talk more about that in
Dialogue: 0,0:00:21.60,0:00:25.08,Default,,0000,0000,0000,,a future meeting, perhaps, and I'll try at
Dialogue: 0,0:00:25.08,0:00:27.07,Default,,0000,0000,0000,,the end to address some of the questions
Dialogue: 0,0:00:27.07,0:00:29.81,Default,,0000,0000,0000,,that we had in our live webinar.
Dialogue: 0,0:00:32.59,0:00:38.41,Default,,0000,0000,0000,,First of all, it's good to recognize that
Dialogue: 0,0:00:38.41,0:00:40.78,Default,,0000,0000,0000,,one in five people are Dyslexic--extremely
Dialogue: 0,0:00:40.78,0:00:44.01,Default,,0000,0000,0000,,common. What that translates into is
Dialogue: 0,0:00:44.01,0:00:46.97,Default,,0000,0000,0000,,8.4 million school age children here in
Dialogue: 0,0:00:46.97,0:00:50.42,Default,,0000,0000,0000,,the United States who are Dyslexic. For
Dialogue: 0,0:00:50.42,0:00:53.09,Default,,0000,0000,0000,,every one who is identified, there will
Dialogue: 0,0:00:53.09,0:00:55.57,Default,,0000,0000,0000,,be 3 who will be missed. It 's really a
Dialogue: 0,0:00:55.57,0:00:58.78,Default,,0000,0000,0000,,staggering percentage. There are a lot of
Dialogue: 0,0:00:58.78,0:01:02.00,Default,,0000,0000,0000,,reasons for this, but teachers are often
Dialogue: 0,0:01:02.00,0:01:05.36,Default,,0000,0000,0000,,not trained in detail about how to
Dialogue: 0,0:01:05.36,0:01:09.23,Default,,0000,0000,0000,,recognize Dyslexia, and also, it's not
Dialogue: 0,0:01:09.23,0:01:14.61,Default,,0000,0000,0000,,widely understood, either, one of the
Dialogue: 0,0:01:14.61,0:01:19.64,Default,,0000,0000,0000,,common signs and features of Dyslexia.
Dialogue: 0,0:01:19.64,0:01:21.85,Default,,0000,0000,0000,,So, Dyslexic students have strong big
Dialogue: 0,0:01:21.85,0:01:24.67,Default,,0000,0000,0000,,picture skills. They are often known to be
Dialogue: 0,0:01:24.67,0:01:27.23,Default,,0000,0000,0000,,very creative, observant, empathetic,
Dialogue: 0,0:01:27.23,0:01:29.69,Default,,0000,0000,0000,,and great problem solvers. But they are
Dialogue: 0,0:01:29.69,0:01:31.54,Default,,0000,0000,0000,,slower to acquire fine detail, basic
Dialogue: 0,0:01:31.54,0:01:34.00,Default,,0000,0000,0000,,skills like reading ,writing , spelling,
Dialogue: 0,0:01:34.00,0:01:39.52,Default,,0000,0000,0000,,or mastery of math facts. Dyslexia will
Dialogue: 0,0:01:39.52,0:01:42.11,Default,,0000,0000,0000,,look different in different individuals,
Dialogue: 0,0:01:42.11,0:01:44.62,Default,,0000,0000,0000,,because it will vary in terms of a
Dialogue: 0,0:01:44.62,0:01:47.44,Default,,0000,0000,0000,,students age, verbal abilities, motor
Dialogue: 0,0:01:47.44,0:01:50.91,Default,,0000,0000,0000,,abilities, working memory, that short term
Dialogue: 0,0:01:50.91,0:01:53.02,Default,,0000,0000,0000,,memory that helps you keep information in
Dialogue: 0,0:01:53.02,0:01:56.29,Default,,0000,0000,0000,,mind, and individual students learning
Dialogue: 0,0:01:56.29,0:02:01.28,Default,,0000,0000,0000,,strengths; and also, temperament. I'm not
Dialogue: 0,0:02:01.28,0:02:03.84,Default,,0000,0000,0000,,talking in detail about testing here, but
Dialogue: 0,0:02:03.84,0:02:05.71,Default,,0000,0000,0000,,I wanted to introduce some of the common
Dialogue: 0,0:02:05.74,0:02:08.04,Default,,0000,0000,0000,,questions that people have. Testing for
Dialogue: 0,0:02:08.04,0:02:10.88,Default,,0000,0000,0000,,Dyslexia is called a clinical diagnosis,
Dialogue: 0,0:02:10.88,0:02:14.83,Default,,0000,0000,0000,,so it can't be done definitively with a
Dialogue: 0,0:02:14.83,0:02:16.51,Default,,0000,0000,0000,,checklist. It really needs to be done,
Dialogue: 0,0:02:16.51,0:02:19.40,Default,,0000,0000,0000,,ideally, with comprehensive testing with
Dialogue: 0,0:02:19.40,0:02:23.64,Default,,0000,0000,0000,,a professional who has a great deal of
Dialogue: 0,0:02:23.64,0:02:25.71,Default,,0000,0000,0000,,experience with the variations that can
Dialogue: 0,0:02:25.71,0:02:28.01,Default,,0000,0000,0000,,occur with Dyslexia. There is some debate
Dialogue: 0,0:02:28.01,0:02:30.17,Default,,0000,0000,0000,,that exists in terms of the best method,
Dialogue: 0,0:02:30.17,0:02:32.45,Default,,0000,0000,0000,,our preference, as I mentioned, is with
Dialogue: 0,0:02:32.45,0:02:35.51,Default,,0000,0000,0000,,comprehensive testing. Usually that
Dialogue: 0,0:02:35.51,0:02:39.20,Default,,0000,0000,0000,,entails some screening of vision, hearing,
Dialogue: 0,0:02:39.20,0:02:43.05,Default,,0000,0000,0000,,and motor ability, but also, standardized
Dialogue: 0,0:02:43.05,0:02:50.05,Default,,0000,0000,0000,,tests we like to use: a combination of IQ
Dialogue: 0,0:02:50.05,0:02:53.34,Default,,0000,0000,0000,,tests such as the WISC-IV, or the WIAS-IV
Dialogue: 0,0:02:53.34,0:02:56.32,Default,,0000,0000,0000,,for adults. These are standardized tests
Dialogue: 0,0:02:56.32,0:02:58.85,Default,,0000,0000,0000,,that involve estimates of verbal and
Dialogue: 0,0:02:58.85,0:03:00.93,Default,,0000,0000,0000,,non-verbal reasoning, working memory and
Dialogue: 0,0:03:00.93,0:03:03.73,Default,,0000,0000,0000,,processing speed; in addition, there are
Dialogue: 0,0:03:03.73,0:03:06.52,Default,,0000,0000,0000,,so-called achievement tests which look at
Dialogue: 0,0:03:06.52,0:03:11.10,Default,,0000,0000,0000,,performance, for instance, on phonology,
Dialogue: 0,0:03:11.10,0:03:14.46,Default,,0000,0000,0000,,on single-word reading, on passage
Dialogue: 0,0:03:14.46,0:03:17.64,Default,,0000,0000,0000,,reading, listening. There are other tests
Dialogue: 0,0:03:17.64,0:03:19.73,Default,,0000,0000,0000,,that are mentioned here, Nelson Denny is a
Dialogue: 0,0:03:19.73,0:03:21.97,Default,,0000,0000,0000,,particular test that is helpful when
Dialogue: 0,0:03:21.97,0:03:23.40,Default,,0000,0000,0000,,students are applying to the College
Dialogue: 0,0:03:23.40,0:03:24.72,Default,,0000,0000,0000,,Board for accommodations because those
Dialogue: 0,0:03:24.72,0:03:27.67,Default,,0000,0000,0000,,passages in the Nelson Denny reading tests
Dialogue: 0,0:03:27.67,0:03:31.40,Default,,0000,0000,0000,,are really better indicators of challenges
Dialogue: 0,0:03:31.40,0:03:33.54,Default,,0000,0000,0000,,that a student may have with college or
Dialogue: 0,0:03:33.54,0:03:38.31,Default,,0000,0000,0000,,graduate school level reading passages.
Dialogue: 0,0:03:38.31,0:03:40.34,Default,,0000,0000,0000,,Other things mentioned here are CTOPP, and
Dialogue: 0,0:03:40.34,0:03:43.17,Default,,0000,0000,0000,,some of the sub-tests listed: listening,
Dialogue: 0,0:03:43.17,0:03:44.67,Default,,0000,0000,0000,,comprehension, single word reading,
Dialogue: 0,0:03:44.67,0:03:46.69,Default,,0000,0000,0000,,reading comprehension, writing, spelling,
Dialogue: 0,0:03:46.69,0:03:49.60,Default,,0000,0000,0000,,phonology, math. In addition, we like to
Dialogue: 0,0:03:49.60,0:03:52.37,Default,,0000,0000,0000,,make sure that we are not just focusing
Dialogue: 0,0:03:52.37,0:03:55.27,Default,,0000,0000,0000,,on a students weaknesses, we like to find
Dialogue: 0,0:03:55.27,0:03:57.63,Default,,0000,0000,0000,,out what a student likes to do in their
Dialogue: 0,0:03:57.63,0:03:59.98,Default,,0000,0000,0000,,spare time, what they may be particularly
Dialogue: 0,0:03:59.98,0:04:02.85,Default,,0000,0000,0000,,talented in doing; we evaluate creative
Dialogue: 0,0:04:02.85,0:04:05.24,Default,,0000,0000,0000,,work and out-of-school activities. In
Dialogue: 0,0:04:05.24,0:04:10.32,Default,,0000,0000,0000,,general, as much as possible, this should
Dialogue: 0,0:04:10.32,0:04:14.18,Default,,0000,0000,0000,,be part of the basic assessment of
Dialogue: 0,0:04:14.18,0:04:16.21,Default,,0000,0000,0000,,students with Dyslexia. We shouldn't just
Dialogue: 0,0:04:16.21,0:04:18.17,Default,,0000,0000,0000,,focus on the weaknesses because that gives
Dialogue: 0,0:04:18.17,0:04:20.46,Default,,0000,0000,0000,,a very lopsided view of a student:
Dialogue: 0,0:04:20.46,0:04:22.64,Default,,0000,0000,0000,,where they are right now, as well as their
Dialogue: 0,0:04:22.64,0:04:24.41,Default,,0000,0000,0000,,potential in the future.
Dialogue: 0,0:04:29.51,0:04:33.90,Default,,0000,0000,0000,,So the hallmark of Dyslexia testing when
Dialogue: 0,0:04:33.90,0:04:37.28,Default,,0000,0000,0000,,using these methods of ability-achievement
Dialogue: 0,0:04:37.28,0:04:40.60,Default,,0000,0000,0000,,discrepancy is to look at how well a
Dialogue: 0,0:04:40.60,0:04:42.86,Default,,0000,0000,0000,,student may perform with thinking skills,
Dialogue: 0,0:04:42.86,0:04:45.00,Default,,0000,0000,0000,,reasoning skills that are communicated
Dialogue: 0,0:04:45.00,0:04:47.27,Default,,0000,0000,0000,,verbally, or non-verbally with puzzles
Dialogue: 0,0:04:47.27,0:04:51.14,Default,,0000,0000,0000,,or complex shapes or patterns that are
Dialogue: 0,0:04:51.14,0:04:53.73,Default,,0000,0000,0000,,presented in front of them, compared to
Dialogue: 0,0:04:53.73,0:04:56.31,Default,,0000,0000,0000,,for instance, written work or
Dialogue: 0,0:04:56.31,0:05:01.10,Default,,0000,0000,0000,,calculations. That ability-achievement
Dialogue: 0,0:05:01.10,0:05:03.14,Default,,0000,0000,0000,,discrepancy is the foundation for
Dialogue: 0,0:05:03.14,0:05:04.77,Default,,0000,0000,0000,,understanding specific learning
Dialogue: 0,0:05:04.77,0:05:09.84,Default,,0000,0000,0000,,disabilities, meaning that intellectual
Dialogue: 0,0:05:09.84,0:05:12.66,Default,,0000,0000,0000,,ability may be high, but there are certain
Dialogue: 0,0:05:12.66,0:05:16.47,Default,,0000,0000,0000,,patterns of specific weaknesses that are
Dialogue: 0,0:05:16.47,0:05:19.28,Default,,0000,0000,0000,,consistent with a specific learning
Dialogue: 0,0:05:19.28,0:05:21.24,Default,,0000,0000,0000,,disability.
Dialogue: 0,0:05:24.84,0:05:29.77,Default,,0000,0000,0000,,So, if we look at how Dyslexic students
Dialogue: 0,0:05:29.77,0:05:33.09,Default,,0000,0000,0000,,perform when they have a battery of
Dialogue: 0,0:05:33.09,0:05:37.59,Default,,0000,0000,0000,,tests such as this; here, on the Y axis
Dialogue: 0,0:05:37.59,0:05:43.04,Default,,0000,0000,0000,,are the scores that you might see in tests
Dialogue: 0,0:05:43.04,0:05:45.33,Default,,0000,0000,0000,,that are standardly done as part
Dialogue: 0,0:05:45.33,0:05:47.86,Default,,0000,0000,0000,,of the WISC test: this is an example of
Dialogue: 0,0:05:47.86,0:05:52.43,Default,,0000,0000,0000,,a student from our clinic. If average is
Dialogue: 0,0:05:52.43,0:05:57.97,Default,,0000,0000,0000,,10 for age, then these scores,
Dialogue: 0,0:05:57.97,0:06:00.65,Default,,0000,0000,0000,,similarities --that's a measure of
Dialogue: 0,0:06:00.65,0:06:04.87,Default,,0000,0000,0000,,analogical reasoning-- things like
Dialogue: 0,0:06:04.87,0:06:07.44,Default,,0000,0000,0000,,comprehension might be extremely strong.
Dialogue: 0,0:06:07.44,0:06:08.98,Default,,0000,0000,0000,,Here, this student was very high in block
Dialogue: 0,0:06:08.98,0:06:11.79,Default,,0000,0000,0000,,design. So being able to perceive and
Dialogue: 0,0:06:11.79,0:06:15.24,Default,,0000,0000,0000,,replicate different spatial patterns,
Dialogue: 0,0:06:15.24,0:06:19.44,Default,,0000,0000,0000,,these are all above the average of 10.
Dialogue: 0,0:06:19.44,0:06:21.98,Default,,0000,0000,0000,,Here, these other measures, things like
Dialogue: 0,0:06:21.98,0:06:23.67,Default,,0000,0000,0000,,how much information can be kept in mind
Dialogue: 0,0:06:23.67,0:06:26.92,Default,,0000,0000,0000,,at one time, a digit span, numbering,
Dialogue: 0,0:06:26.92,0:06:29.91,Default,,0000,0000,0000,,keeping numbers and letters in order,
Dialogue: 0,0:06:29.91,0:06:33.52,Default,,0000,0000,0000,,and coding--being able to copy different
Dialogue: 0,0:06:33.52,0:06:36.88,Default,,0000,0000,0000,,symbols in a rapid fashion, are below
Dialogue: 0,0:06:36.88,0:06:39.48,Default,,0000,0000,0000,,average. In this student's case,
Dialogue: 0,0:06:39.48,0:06:41.57,Default,,0000,0000,0000,,listening comprehension was at the
Dialogue: 0,0:06:41.57,0:06:44.40,Default,,0000,0000,0000,,98th %tile, single word reading was at the
Dialogue: 0,0:06:44.40,0:06:47.84,Default,,0000,0000,0000,,8th, pseudoword reading was at the
Dialogue: 0,0:06:47.84,0:06:49.57,Default,,0000,0000,0000,,3rd %tile--that's a measure of
Dialogue: 0,0:06:49.57,0:06:52.19,Default,,0000,0000,0000,,phonological awareness, and alphabet
Dialogue: 0,0:06:52.19,0:06:54.27,Default,,0000,0000,0000,,fluency-- how quickly you can actually
Dialogue: 0,0:06:54.27,0:06:56.16,Default,,0000,0000,0000,,name letters of the alphabet when presented
Dialogue: 0,0:06:56.16,0:06:59.71,Default,,0000,0000,0000,,in front of you, was at the 6th. The thing
Dialogue: 0,0:06:59.71,0:07:02.19,Default,,0000,0000,0000,,that I wanted to get across to you here
Dialogue: 0,0:07:02.19,0:07:04.38,Default,,0000,0000,0000,,is that the Dyslexic picture is really one
Dialogue: 0,0:07:04.38,0:07:08.02,Default,,0000,0000,0000,,of peaks and valleys, it's not a flat line.
Dialogue: 0,0:07:11.53,0:07:13.62,Default,,0000,0000,0000,,To look at....these are some additional
Dialogue: 0,0:07:13.62,0:07:16.71,Default,,0000,0000,0000,,sub-tests here, to look at some of the
Dialogue: 0,0:07:16.71,0:07:20.60,Default,,0000,0000,0000,,WIAT achievement scores here, again,
Dialogue: 0,0:07:20.60,0:07:23.58,Default,,0000,0000,0000,,look at 100 here representing standard
Dialogue: 0,0:07:23.58,0:07:28.06,Default,,0000,0000,0000,,scores, we had in our clinic students of
Dialogue: 0,0:07:28.06,0:07:31.05,Default,,0000,0000,0000,,average verbal IQ, Superior, Very
Dialogue: 0,0:07:31.05,0:07:34.65,Default,,0000,0000,0000,,Superior, and even above that. Again,
Dialogue: 0,0:07:34.65,0:07:37.30,Default,,0000,0000,0000,,what I want to convey to you mainly is
Dialogue: 0,0:07:37.30,0:07:39.86,Default,,0000,0000,0000,,the picture--if this is the average range,
Dialogue: 0,0:07:39.86,0:07:41.58,Default,,0000,0000,0000,,what you don't see, is a flat line, which
Dialogue: 0,0:07:41.58,0:07:43.73,Default,,0000,0000,0000,,is more typically the case for
Dialogue: 0,0:07:43.73,0:07:45.72,Default,,0000,0000,0000,,non-Dyslexic students, but instead you
Dialogue: 0,0:07:45.72,0:07:47.80,Default,,0000,0000,0000,,have Dyslexic students who really have
Dialogue: 0,0:07:47.80,0:07:50.40,Default,,0000,0000,0000,,extreme of abilities, and also, very
Dialogue: 0,0:07:50.40,0:07:53.80,Default,,0000,0000,0000,,specific weaknesses. Here, this is Oral
Dialogue: 0,0:07:53.80,0:07:55.91,Default,,0000,0000,0000,,Reading Accuracy, that contribute to the
Dialogue: 0,0:07:55.91,0:07:58.56,Default,,0000,0000,0000,,general reading picture. If we were to
Dialogue: 0,0:07:58.56,0:08:00.61,Default,,0000,0000,0000,,look only at the weaknesses, we are not
Dialogue: 0,0:08:00.61,0:08:02.51,Default,,0000,0000,0000,,really seeing the tremendous potential
Dialogue: 0,0:08:02.51,0:08:05.74,Default,,0000,0000,0000,,that exists among these students.
Dialogue: 0,0:08:07.86,0:08:09.54,Default,,0000,0000,0000,,So now, I am going to briefly go through
Dialogue: 0,0:08:09.54,0:08:12.18,Default,,0000,0000,0000,,the different ages. In elementary school,
Dialogue: 0,0:08:12.18,0:08:17.26,Default,,0000,0000,0000,,typically, Dyslexic students may present
Dialogue: 0,0:08:17.26,0:08:19.36,Default,,0000,0000,0000,,with some of the challenges on the left
Dialogue: 0,0:08:19.36,0:08:22.00,Default,,0000,0000,0000,,column here. Some students may be late
Dialogue: 0,0:08:22.00,0:08:25.57,Default,,0000,0000,0000,,talking, others, parents often say that
Dialogue: 0,0:08:25.57,0:08:27.65,Default,,0000,0000,0000,,they notice they seem to be slower with
Dialogue: 0,0:08:27.65,0:08:30.07,Default,,0000,0000,0000,,letter or other types of naming. They may
Dialogue: 0,0:08:30.07,0:08:32.85,Default,,0000,0000,0000,,have a low interest in books, mild
Dialogue: 0,0:08:32.85,0:08:35.32,Default,,0000,0000,0000,,mispronunciation errors might be seen.
Dialogue: 0,0:08:35.32,0:08:37.96,Default,,0000,0000,0000,,Things like "back-back" instead of
Dialogue: 0,0:08:37.96,0:08:41.14,Default,,0000,0000,0000,,"backpack" , "pisghetti" instead of
Dialogue: 0,0:08:41.14,0:08:44.60,Default,,0000,0000,0000,,"spaghetti", these are mispronunciations
Dialogue: 0,0:08:44.60,0:08:48.26,Default,,0000,0000,0000,,that are not just motor, motorically being
Dialogue: 0,0:08:48.26,0:08:51.40,Default,,0000,0000,0000,,able to pronounce the words, but more
Dialogue: 0,0:08:51.40,0:08:54.47,Default,,0000,0000,0000,,representative of a general issue with
Dialogue: 0,0:08:54.47,0:08:58.37,Default,,0000,0000,0000,,auditory processing and phonology. Often,
Dialogue: 0,0:08:58.37,0:09:00.59,Default,,0000,0000,0000,,Dyslexic students don't 'get' rhymes.
Dialogue: 0,0:09:00.59,0:09:03.08,Default,,0000,0000,0000,,It's because they are not hearing the same
Dialogue: 0,0:09:03.08,0:09:04.86,Default,,0000,0000,0000,,things as non-Dyslexic students are
Dialogue: 0,0:09:04.86,0:09:07.49,Default,,0000,0000,0000,,hearing. They may be slower in learning
Dialogue: 0,0:09:07.49,0:09:10.07,Default,,0000,0000,0000,,to read, have difficulty remembering their
Dialogue: 0,0:09:10.07,0:09:12.87,Default,,0000,0000,0000,,math facts, and also have some right-left
Dialogue: 0,0:09:12.87,0:09:16.01,Default,,0000,0000,0000,,confusion. This is an example of writing
Dialogue: 0,0:09:16.01,0:09:18.63,Default,,0000,0000,0000,,of a student who was told to write lower
Dialogue: 0,0:09:18.63,0:09:20.22,Default,,0000,0000,0000,,case letters. They had a lot of
Dialogue: 0,0:09:20.22,0:09:22.89,Default,,0000,0000,0000,,intrusions, had difficulty knowing what
Dialogue: 0,0:09:22.89,0:09:26.11,Default,,0000,0000,0000,,direction to write the letters. At the
Dialogue: 0,0:09:26.11,0:09:27.97,Default,,0000,0000,0000,,same time, in the early elementary
Dialogue: 0,0:09:27.97,0:09:29.86,Default,,0000,0000,0000,,years, these students may actually be
Dialogue: 0,0:09:29.86,0:09:32.07,Default,,0000,0000,0000,,very socially adept, they may show
Dialogue: 0,0:09:32.07,0:09:33.47,Default,,0000,0000,0000,,themselves to be excellent problem
Dialogue: 0,0:09:33.47,0:09:36.87,Default,,0000,0000,0000,,solvers, be fantastic, for instance, at
Dialogue: 0,0:09:36.87,0:09:41.44,Default,,0000,0000,0000,,real life problem-solving, asking good
Dialogue: 0,0:09:41.44,0:09:44.32,Default,,0000,0000,0000,,questions, and, for instance, show
Dialogue: 0,0:09:44.32,0:09:46.48,Default,,0000,0000,0000,,themselves in science experiments in
Dialogue: 0,0:09:46.48,0:09:49.40,Default,,0000,0000,0000,,class. Some of these students are very
Dialogue: 0,0:09:49.40,0:09:51.27,Default,,0000,0000,0000,,expressive non-verbally, they might be
Dialogue: 0,0:09:51.27,0:09:54.33,Default,,0000,0000,0000,,wonderful builders, great with Legos,
Dialogue: 0,0:09:54.33,0:09:57.10,Default,,0000,0000,0000,,K'nex, things like that, or-- are very
Dialogue: 0,0:09:57.10,0:09:59.24,Default,,0000,0000,0000,,artistic. These students are often
Dialogue: 0,0:09:59.24,0:10:01.63,Default,,0000,0000,0000,,creative. They have lots of ideas, and
Dialogue: 0,0:10:01.63,0:10:04.70,Default,,0000,0000,0000,,they may hide their difficulties.
Dialogue: 0,0:10:11.60,0:10:16.46,Default,,0000,0000,0000,,In late elementary school, the
Dialogue: 0,0:10:16.46,0:10:18.92,Default,,0000,0000,0000,,difficulties change a little bit. You
Dialogue: 0,0:10:18.92,0:10:20.78,Default,,0000,0000,0000,,still have some reading difficulties, of
Dialogue: 0,0:10:20.78,0:10:23.64,Default,,0000,0000,0000,,course, but writing also takes on greater
Dialogue: 0,0:10:23.64,0:10:26.34,Default,,0000,0000,0000,,importance. Examples here: this is a
Dialogue: 0,0:10:26.34,0:10:28.48,Default,,0000,0000,0000,,student who wrote, "I thought I could
Dialogue: 0,0:10:28.48,0:10:30.98,Default,,0000,0000,0000,,climb the mountain." This student had a
Dialogue: 0,0:10:30.98,0:10:33.19,Default,,0000,0000,0000,,great deal of auditory processing
Dialogue: 0,0:10:33.19,0:10:35.77,Default,,0000,0000,0000,,difficulties, and as a result, "could",
Dialogue: 0,0:10:35.77,0:10:40.23,Default,,0000,0000,0000,,"croud", was not very clearly heard, and
Dialogue: 0,0:10:40.23,0:10:44.61,Default,,0000,0000,0000,,as a result, an astute observer could
Dialogue: 0,0:10:44.61,0:10:46.60,Default,,0000,0000,0000,,pick up the writing difficulties were
Dialogue: 0,0:10:46.60,0:10:48.57,Default,,0000,0000,0000,,really a reflection of auditory
Dialogue: 0,0:10:48.57,0:10:51.37,Default,,0000,0000,0000,,processing difficulties that the student
Dialogue: 0,0:10:51.37,0:10:54.22,Default,,0000,0000,0000,,was having. The challenges that late
Dialogue: 0,0:10:54.22,0:10:57.10,Default,,0000,0000,0000,,elementary school students face include
Dialogue: 0,0:10:57.10,0:11:00.36,Default,,0000,0000,0000,,spelling problems, they have often weaker
Dialogue: 0,0:11:00.36,0:11:02.40,Default,,0000,0000,0000,,visual word form, grammatical
Dialogue: 0,0:11:02.40,0:11:04.41,Default,,0000,0000,0000,,difficulties; writing in general may be
Dialogue: 0,0:11:04.41,0:11:06.57,Default,,0000,0000,0000,,disorganized and slow, it may be hard to
Dialogue: 0,0:11:06.57,0:11:09.93,Default,,0000,0000,0000,,get ideas down onto paper. Word finding
Dialogue: 0,0:11:09.93,0:11:12.15,Default,,0000,0000,0000,,is another issue. Some of these students
Dialogue: 0,0:11:12.15,0:11:15.56,Default,,0000,0000,0000,,have actually vivid sensory perceptions
Dialogue: 0,0:11:15.56,0:11:18.11,Default,,0000,0000,0000,,and visual imagery, and it's hard for them
Dialogue: 0,0:11:18.11,0:11:22.54,Default,,0000,0000,0000,,to translate these perceptions into words.
Dialogue: 0,0:11:22.54,0:11:24.96,Default,,0000,0000,0000,,Rote memory also comes online as late
Dialogue: 0,0:11:24.96,0:11:26.54,Default,,0000,0000,0000,,elementary school students are expected
Dialogue: 0,0:11:26.54,0:11:29.44,Default,,0000,0000,0000,,to have more facts at their disposal,
Dialogue: 0,0:11:29.44,0:11:32.74,Default,,0000,0000,0000,,especially if the memorization involves
Dialogue: 0,0:11:32.74,0:11:35.44,Default,,0000,0000,0000,,lists of information that are not linked
Dialogue: 0,0:11:35.44,0:11:37.58,Default,,0000,0000,0000,,by a story: for example, things like state
Dialogue: 0,0:11:37.58,0:11:40.30,Default,,0000,0000,0000,,capitals. It can seem almost impossible to
Dialogue: 0,0:11:40.30,0:11:43.57,Default,,0000,0000,0000,,some students.At the same time, we also
Dialogue: 0,0:11:43.57,0:11:47.06,Default,,0000,0000,0000,,start seeing some real wonderful spatial
Dialogue: 0,0:11:47.06,0:11:49.10,Default,,0000,0000,0000,,talents in students in the late elementary
Dialogue: 0,0:11:49.10,0:11:51.38,Default,,0000,0000,0000,,school years. The science and math
Dialogue: 0,0:11:51.38,0:11:55.17,Default,,0000,0000,0000,,students also become prominent, and some
Dialogue: 0,0:11:55.17,0:11:57.45,Default,,0000,0000,0000,,students find they really excel in sports
Dialogue: 0,0:11:57.45,0:12:01.54,Default,,0000,0000,0000,,and take on leadership positions. These
Dialogue: 0,0:12:01.54,0:12:03.50,Default,,0000,0000,0000,,are students who are often socially adept.
Dialogue: 0,0:12:03.50,0:12:05.70,Default,,0000,0000,0000,,There is strong empathy. They are great
Dialogue: 0,0:12:05.70,0:12:08.30,Default,,0000,0000,0000,,team players. And the arts, as mentioned,
Dialogue: 0,0:12:08.30,0:12:10.69,Default,,0000,0000,0000,,also, clusters of strengths that we see
Dialogue: 0,0:12:10.69,0:12:12.24,Default,,0000,0000,0000,,in students.
Dialogue: 0,0:12:15.35,0:12:17.50,Default,,0000,0000,0000,,In the Middle and High School years`
Dialogue: 0,0:12:17.50,0:12:20.12,Default,,0000,0000,0000,,what is particularly a challenge is the
Dialogue: 0,0:12:20.12,0:12:23.00,Default,,0000,0000,0000,,quantity of reading and writing. It's at
Dialogue: 0,0:12:23.00,0:12:26.28,Default,,0000,0000,0000,,this time where students have to write a
Dialogue: 0,0:12:26.28,0:12:30.47,Default,,0000,0000,0000,,great deal more than previously. The
Dialogue: 0,0:12:30.47,0:12:33.01,Default,,0000,0000,0000,,misunderstanding of syntax, the structure
Dialogue: 0,0:12:33.01,0:12:36.75,Default,,0000,0000,0000,,of sentences, and limitations in
Dialogue: 0,0:12:36.75,0:12:41.02,Default,,0000,0000,0000,,vocabulary really can make schooling
Dialogue: 0,0:12:41.02,0:12:44.00,Default,,0000,0000,0000,,difficult. Standardized tests may also be
Dialogue: 0,0:12:44.00,0:12:45.64,Default,,0000,0000,0000,,difficult. Students may actually follow
Dialogue: 0,0:12:45.64,0:12:48.70,Default,,0000,0000,0000,,quite well in the classroom, but then be
Dialogue: 0,0:12:48.70,0:12:50.50,Default,,0000,0000,0000,,presented with information that is out of
Dialogue: 0,0:12:50.50,0:12:52.73,Default,,0000,0000,0000,,context, like in a standardized exam, and
Dialogue: 0,0:12:52.73,0:12:56.77,Default,,0000,0000,0000,,more subtle weaknesses than reading really
Dialogue: 0,0:12:56.77,0:13:00.13,Default,,0000,0000,0000,,come to bear. As a result, standardized
Dialogue: 0,0:13:00.13,0:13:03.22,Default,,0000,0000,0000,,test performance may be far below what a
Dialogue: 0,0:13:03.22,0:13:06.25,Default,,0000,0000,0000,,student is doing in the regular classroom.
Dialogue: 0,0:13:06.25,0:13:08.60,Default,,0000,0000,0000,,Other issues that are important for
Dialogue: 0,0:13:08.60,0:13:10.43,Default,,0000,0000,0000,,middle and high school and college
Dialogue: 0,0:13:10.43,0:13:12.69,Default,,0000,0000,0000,,students, things like the speed of being
Dialogue: 0,0:13:12.69,0:13:14.71,Default,,0000,0000,0000,,able to complete work, misreading question
Dialogue: 0,0:13:14.71,0:13:17.86,Default,,0000,0000,0000,,prompts. Foreign Language can be a
Dialogue: 0,0:13:17.86,0:13:20.70,Default,,0000,0000,0000,,strength or a weakness for Dyslexic
Dialogue: 0,0:13:20.70,0:13:23.17,Default,,0000,0000,0000,,students. The most typical pattern is that
Dialogue: 0,0:13:23.17,0:13:27.74,Default,,0000,0000,0000,,students may actually fare fairly well by
Dialogue: 0,0:13:27.74,0:13:30.19,Default,,0000,0000,0000,,listening and doing the conversational
Dialogue: 0,0:13:30.19,0:13:32.57,Default,,0000,0000,0000,,aspects of language, but as Foreign
Dialogue: 0,0:13:32.57,0:13:35.46,Default,,0000,0000,0000,,Language progresses in the school system,
Dialogue: 0,0:13:35.46,0:13:37.78,Default,,0000,0000,0000,,and more conjugation and rote memory
Dialogue: 0,0:13:37.78,0:13:39.68,Default,,0000,0000,0000,,rules of language and grammar are
Dialogue: 0,0:13:39.68,0:13:42.48,Default,,0000,0000,0000,,required, then students have difficulty,
Dialogue: 0,0:13:42.48,0:13:44.81,Default,,0000,0000,0000,,If that is a significant issue, or
Dialogue: 0,0:13:44.81,0:13:47.35,Default,,0000,0000,0000,,students have fairly severe auditory
Dialogue: 0,0:13:47.35,0:13:48.94,Default,,0000,0000,0000,,processing difficulties, they really have
Dialogue: 0,0:13:48.94,0:13:52.17,Default,,0000,0000,0000,,trouble hearing the sounds, then we
Dialogue: 0,0:13:52.17,0:13:54.27,Default,,0000,0000,0000,,usually support and recommend a Foreign
Dialogue: 0,0:13:54.27,0:13:57.73,Default,,0000,0000,0000,,Language waiver. Middle, high school,
Dialogue: 0,0:13:57.73,0:14:00.73,Default,,0000,0000,0000,,and college are also the time where word
Dialogue: 0,0:14:00.73,0:14:02.77,Default,,0000,0000,0000,,heavy subjects like science, social
Dialogue: 0,0:14:02.77,0:14:05.53,Default,,0000,0000,0000,,studies can also cause trouble for
Dialogue: 0,0:14:05.53,0:14:07.40,Default,,0000,0000,0000,,students. The important thing I want to
Dialogue: 0,0:14:07.40,0:14:09.81,Default,,0000,0000,0000,,mention here is that there is often a
Dialogue: 0,0:14:09.81,0:14:11.81,Default,,0000,0000,0000,,discrepancy. Dyslexic students are often
Dialogue: 0,0:14:11.81,0:14:14.37,Default,,0000,0000,0000,,quite strong with science, and scientific
Dialogue: 0,0:14:14.37,0:14:17.60,Default,,0000,0000,0000,,thinking. It's only in that middle stage
Dialogue: 0,0:14:17.60,0:14:20.17,Default,,0000,0000,0000,,where a lot of science vocabulary is
Dialogue: 0,0:14:20.17,0:14:22.66,Default,,0000,0000,0000,,presented, where a student may suddenly
Dialogue: 0,0:14:22.66,0:14:25.31,Default,,0000,0000,0000,,feel that they are not good at science.
Dialogue: 0,0:14:25.31,0:14:27.26,Default,,0000,0000,0000,,It's important to look out for that,
Dialogue: 0,0:14:27.26,0:14:29.62,Default,,0000,0000,0000,,because these students often just need
Dialogue: 0,0:14:29.62,0:14:32.17,Default,,0000,0000,0000,,more encouragement, they might need more
Dialogue: 0,0:14:32.17,0:14:35.69,Default,,0000,0000,0000,,repetition, and even some tutoring. But
Dialogue: 0,0:14:35.69,0:14:38.27,Default,,0000,0000,0000,,often if they can get through this period
Dialogue: 0,0:14:38.27,0:14:40.14,Default,,0000,0000,0000,,of time where the vocabulary and the
Dialogue: 0,0:14:40.14,0:14:44.70,Default,,0000,0000,0000,,technical language of science is mastered,
Dialogue: 0,0:14:44.70,0:14:46.74,Default,,0000,0000,0000,,and gapped to the point where you actually
Dialogue: 0,0:14:46.74,0:14:48.80,Default,,0000,0000,0000,,have to think and critically analyze
Dialogue: 0,0:14:48.80,0:14:51.10,Default,,0000,0000,0000,,observations, that's where Dyslexic
Dialogue: 0,0:14:51.10,0:14:53.13,Default,,0000,0000,0000,,Students can really excel and do fantastic
Dialogue: 0,0:14:53.13,0:14:59.64,Default,,0000,0000,0000,,work, even breakthrough work in research.
Dialogue: 0,0:14:59.64,0:15:01.87,Default,,0000,0000,0000,,Organization is also a typical issue at
Dialogue: 0,0:15:01.87,0:15:06.36,Default,,0000,0000,0000,,this age. That occurs for a number of
Dialogue: 0,0:15:06.36,0:15:09.08,Default,,0000,0000,0000,,reasons. Sometimes the organizational
Dialogue: 0,0:15:09.08,0:15:13.70,Default,,0000,0000,0000,,difficulties reflect inter-connected and
Dialogue: 0,0:15:13.70,0:15:17.70,Default,,0000,0000,0000,,immersive thinking style, as a result, it
Dialogue: 0,0:15:17.70,0:15:21.67,Default,,0000,0000,0000,,is hard to prioritize information and to
Dialogue: 0,0:15:21.67,0:15:25.01,Default,,0000,0000,0000,,"chunk" it, categorize what they know,
Dialogue: 0,0:15:25.01,0:15:29.40,Default,,0000,0000,0000,,and then put it in a sequence. I think in
Dialogue: 0,0:15:29.40,0:15:31.32,Default,,0000,0000,0000,,another webinar what I might do is --
Dialogue: 0,0:15:31.32,0:15:33.77,Default,,0000,0000,0000,,we can talk more about the executive
Dialogue: 0,0:15:33.77,0:15:35.57,Default,,0000,0000,0000,,function organizational aspects of
Dialogue: 0,0:15:35.57,0:15:39.73,Default,,0000,0000,0000,,Dyslexia. At the same time that we talk
Dialogue: 0,0:15:39.73,0:15:41.33,Default,,0000,0000,0000,,about the challenges that occur at this
Dialogue: 0,0:15:41.33,0:15:44.20,Default,,0000,0000,0000,,age, it's often really exciting to see
Dialogue: 0,0:15:44.20,0:15:47.59,Default,,0000,0000,0000,,these students really start breaking out
Dialogue: 0,0:15:47.59,0:15:49.40,Default,,0000,0000,0000,,of the pack in terms of their higher
Dialogue: 0,0:15:49.40,0:15:52.76,Default,,0000,0000,0000,,order thinking. Often, students will
Dialogue: 0,0:15:52.76,0:15:57.48,Default,,0000,0000,0000,,surprise their teachers with really
Dialogue: 0,0:15:57.48,0:16:01.62,Default,,0000,0000,0000,,striking insights, different perspectives
Dialogue: 0,0:16:01.62,0:16:06.27,Default,,0000,0000,0000,,on themes, or questions that are presented
Dialogue: 0,0:16:06.27,0:16:09.81,Default,,0000,0000,0000,,in the classroom. Students can thrive in
Dialogue: 0,0:16:09.81,0:16:12.03,Default,,0000,0000,0000,,project based learning and the arts,
Dialogue: 0,0:16:12.03,0:16:14.87,Default,,0000,0000,0000,,verbal talents are often also noted at
Dialogue: 0,0:16:14.87,0:16:18.10,Default,,0000,0000,0000,,this age. Some Dyslexic students actually
Dialogue: 0,0:16:18.10,0:16:22.20,Default,,0000,0000,0000,,have a wonderful span, being able to keep
Dialogue: 0,0:16:22.20,0:16:24.48,Default,,0000,0000,0000,,information in, and as a result they can
Dialogue: 0,0:16:24.48,0:16:28.13,Default,,0000,0000,0000,,excel in things such as Drama or Debate,
Dialogue: 0,0:16:28.13,0:16:30.53,Default,,0000,0000,0000,,because they can keep in long arguments
Dialogue: 0,0:16:30.53,0:16:33.04,Default,,0000,0000,0000,,and what people have said, in their memory
Dialogue: 0,0:16:33.04,0:16:35.80,Default,,0000,0000,0000,,banks, and then be able to analyze it and,
Dialogue: 0,0:16:35.80,0:16:38.43,Default,,0000,0000,0000,,for instance, to counter arguments when
Dialogue: 0,0:16:38.43,0:16:43.63,Default,,0000,0000,0000,,presenting in that kind of forum.
Dialogue: 0,0:16:43.63,0:16:47.53,Default,,0000,0000,0000,,Leadership, also, is a very common talent
Dialogue: 0,0:16:47.53,0:16:50.06,Default,,0000,0000,0000,,cluster among Dyslexic students. Often,
Dialogue: 0,0:16:50.06,0:16:54.76,Default,,0000,0000,0000,,if a parents says, "I don't know what kind
Dialogue: 0,0:16:54.76,0:16:57.77,Default,,0000,0000,0000,,of talent my student has, maybe there is
Dialogue: 0,0:16:57.77,0:17:02.23,Default,,0000,0000,0000,,no specific talent or creative drive. If
Dialogue: 0,0:17:02.23,0:17:04.64,Default,,0000,0000,0000,,we ask more questions, what we find out
Dialogue: 0,0:17:04.64,0:17:08.63,Default,,0000,0000,0000,,is that these students, their strength may
Dialogue: 0,0:17:08.63,0:17:12.81,Default,,0000,0000,0000,,be social. It's not that they prefer to be
Dialogue: 0,0:17:12.81,0:17:16.94,Default,,0000,0000,0000,,in the science lab, or prefer to be doing
Dialogue: 0,0:17:16.94,0:17:19.53,Default,,0000,0000,0000,,math equations, or physics; these students
Dialogue: 0,0:17:19.53,0:17:22.07,Default,,0000,0000,0000,,really may seem to have no particular
Dialogue: 0,0:17:22.07,0:17:25.90,Default,,0000,0000,0000,,special talents or gifts, but it's their
Dialogue: 0,0:17:25.90,0:17:28.27,Default,,0000,0000,0000,,gift is actually social. What they really
Dialogue: 0,0:17:28.27,0:17:31.83,Default,,0000,0000,0000,,are is making friends all over the school
Dialogue: 0,0:17:31.83,0:17:34.24,Default,,0000,0000,0000,,with different ages, and that's going to
Dialogue: 0,0:17:34.24,0:17:37.53,Default,,0000,0000,0000,,be a great talent in practically any
Dialogue: 0,0:17:37.53,0:17:39.47,Default,,0000,0000,0000,,profession.
Dialogue: 0,0:17:39.47,0:17:41.46,Default,,0000,0000,0000,,I also want to mention a bit about stealth
Dialogue: 0,0:17:41.46,0:17:44.51,Default,,0000,0000,0000,,Dyslexics there. Stealth Dyslexics often
Dialogue: 0,0:17:44.51,0:17:47.50,Default,,0000,0000,0000,,fly under the radar of
Dialogue: 0,0:17:47.50,0:17:52.26,Default,,0000,0000,0000,,detection. Stealth Dyslexia in younger
Dialogue: 0,0:17:52.26,0:17:55.04,Default,,0000,0000,0000,,children is usually seen in a setting of
Dialogue: 0,0:17:55.04,0:17:57.77,Default,,0000,0000,0000,,gifted children who may be able to
Dialogue: 0,0:17:57.77,0:18:00.00,Default,,0000,0000,0000,,compensate for some of their weaknesses
Dialogue: 0,0:18:00.00,0:18:02.30,Default,,0000,0000,0000,,but, as Dyslexia evolves in older
Dialogue: 0,0:18:02.30,0:18:05.57,Default,,0000,0000,0000,,students, often they can crack the code
Dialogue: 0,0:18:05.57,0:18:08.40,Default,,0000,0000,0000,,of reading for comprehension purposes.
Dialogue: 0,0:18:08.40,0:18:10.10,Default,,0000,0000,0000,,They can often read silently with good
Dialogue: 0,0:18:10.10,0:18:13.61,Default,,0000,0000,0000,,comprehension, but their challenges come
Dialogue: 0,0:18:13.61,0:18:18.71,Default,,0000,0000,0000,,out more with oral reading accuracy, and
Dialogue: 0,0:18:18.71,0:18:21.47,Default,,0000,0000,0000,,with speed of processing, and with
Dialogue: 0,0:18:21.47,0:18:24.63,Default,,0000,0000,0000,,writing. Organizational issues also
Dialogue: 0,0:18:24.63,0:18:26.51,Default,,0000,0000,0000,,contribute to some of the writing
Dialogue: 0,0:18:26.51,0:18:29.29,Default,,0000,0000,0000,,difficulties with Stealth Dyslexia. It's
Dialogue: 0,0:18:29.29,0:18:31.47,Default,,0000,0000,0000,,another big topic, to talk about Stealth
Dialogue: 0,0:18:31.47,0:18:35.97,Default,,0000,0000,0000,,Dyslexia, so maybe we can put that off
Dialogue: 0,0:18:35.97,0:18:39.40,Default,,0000,0000,0000,,for another webinar if there is interest.
Dialogue: 0,0:18:41.65,0:18:45.00,Default,,0000,0000,0000,,College and the Workplace: this is really
Dialogue: 0,0:18:45.00,0:18:48.30,Default,,0000,0000,0000,,a new field, a lot...a new area.
Dialogue: 0,0:18:48.30,0:18:51.54,Default,,0000,0000,0000,,There has been a lot of discussion about
Dialogue: 0,0:18:51.54,0:18:54.86,Default,,0000,0000,0000,,the early years of Dyslexia, but, I think
Dialogue: 0,0:18:54.86,0:19:00.23,Default,,0000,0000,0000,,it is going to be really an explosion of
Dialogue: 0,0:19:00.23,0:19:02.96,Default,,0000,0000,0000,,understanding about Dyslexia in the
Dialogue: 0,0:19:02.96,0:19:06.19,Default,,0000,0000,0000,,workplace in the coming decade. As much
Dialogue: 0,0:19:06.19,0:19:08.43,Default,,0000,0000,0000,,in, for college, it is the quantity of
Dialogue: 0,0:19:08.43,0:19:09.91,Default,,0000,0000,0000,,reading and writing that can be
Dialogue: 0,0:19:09.91,0:19:11.90,Default,,0000,0000,0000,,particularly tough, we typically see
Dialogue: 0,0:19:11.90,0:19:13.36,Default,,0000,0000,0000,,students in the first two years of college
Dialogue: 0,0:19:13.36,0:19:15.17,Default,,0000,0000,0000,,have their greatest struggles. Sometimes
Dialogue: 0,0:19:15.17,0:19:17.34,Default,,0000,0000,0000,,students will try a little bit of college,
Dialogue: 0,0:19:17.34,0:19:19.43,Default,,0000,0000,0000,,really have trouble, and then have to
Dialogue: 0,0:19:19.43,0:19:22.63,Default,,0000,0000,0000,,step out, try again, and then over the
Dialogue: 0,0:19:22.63,0:19:26.13,Default,,0000,0000,0000,,course of some time, the brain matures
Dialogue: 0,0:19:26.13,0:19:28.16,Default,,0000,0000,0000,,a little bit more, and then they can
Dialogue: 0,0:19:28.16,0:19:31.35,Default,,0000,0000,0000,,actually balance schooling when they are
Dialogue: 0,0:19:31.35,0:19:33.37,Default,,0000,0000,0000,,a little bit older. Another thing that we
Dialogue: 0,0:19:33.37,0:19:35.40,Default,,0000,0000,0000,,see is that, although the first 2 years are
Dialogue: 0,0:19:35.40,0:19:37.20,Default,,0000,0000,0000,,the toughest because there is a lot of
Dialogue: 0,0:19:37.20,0:19:39.17,Default,,0000,0000,0000,,required reading, and a lot more rote
Dialogue: 0,0:19:39.17,0:19:41.83,Default,,0000,0000,0000,,information...Dyslexic students, if they
Dialogue: 0,0:19:41.83,0:19:46.07,Default,,0000,0000,0000,,can "push their way through" those first 2
Dialogue: 0,0:19:46.07,0:19:49.97,Default,,0000,0000,0000,,years, they may really find the upper two
Dialogue: 0,0:19:49.97,0:19:53.55,Default,,0000,0000,0000,,years quite a bit easier as they are used
Dialogue: 0,0:19:53.55,0:19:57.100,Default,,0000,0000,0000,,to deep thinking, and analysis, and the
Dialogue: 0,0:19:57.100,0:20:01.14,Default,,0000,0000,0000,,thinking part of college, where they work,
Dialogue: 0,0:20:01.14,0:20:03.98,Default,,0000,0000,0000,,is not hard for most Dyslexic students.
Dialogue: 0,0:20:03.98,0:20:07.27,Default,,0000,0000,0000,,It's really just the rote memorization
Dialogue: 0,0:20:07.27,0:20:09.50,Default,,0000,0000,0000,,work that is required in the early years,
Dialogue: 0,0:20:09.50,0:20:11.84,Default,,0000,0000,0000,,and the sheer quantity of books that need
Dialogue: 0,0:20:11.84,0:20:13.07,Default,,0000,0000,0000,,to be read.
Dialogue: 0,0:20:13.07,0:20:15.37,Default,,0000,0000,0000,,Time management: a big issue for many
Dialogue: 0,0:20:15.37,0:20:17.27,Default,,0000,0000,0000,,students in the college years. Getting
Dialogue: 0,0:20:17.27,0:20:18.77,Default,,0000,0000,0000,,through their major requirements, that's
Dialogue: 0,0:20:18.77,0:20:21.47,Default,,0000,0000,0000,,often, as I said, the worst part. If you
Dialogue: 0,0:20:21.47,0:20:25.43,Default,,0000,0000,0000,,can request reduced courseload, that's
Dialogue: 0,0:20:25.43,0:20:27.80,Default,,0000,0000,0000,,very helpful for many students. Many
Dialogue: 0,0:20:27.80,0:20:30.03,Default,,0000,0000,0000,,students also find they need to break
Dialogue: 0,0:20:30.03,0:20:33.04,Default,,0000,0000,0000,,out their school schedule so that they
Dialogue: 0,0:20:33.04,0:20:35.100,Default,,0000,0000,0000,,take some classes over summer.
Dialogue: 0,0:20:35.100,0:20:38.10,Default,,0000,0000,0000,,In the workplace, the things that are the
Dialogue: 0,0:20:38.10,0:20:41.07,Default,,0000,0000,0000,,most difficult for young Dyslexics are
Dialogue: 0,0:20:41.07,0:20:46.74,Default,,0000,0000,0000,,tasks that require repetitive, and say for
Dialogue: 0,0:20:46.74,0:20:50.74,Default,,0000,0000,0000,,instance, data entry, clerical tasks,
Dialogue: 0,0:20:50.74,0:20:54.94,Default,,0000,0000,0000,,that's kind of like that fine detail that
Dialogue: 0,0:20:54.94,0:20:59.27,Default,,0000,0000,0000,,is difficult for many Dyslexics. Filling
Dialogue: 0,0:20:59.27,0:21:01.47,Default,,0000,0000,0000,,out forms, because information is not
Dialogue: 0,0:21:01.47,0:21:05.53,Default,,0000,0000,0000,,contextual...questions that also rise,
Dialogue: 0,0:21:05.53,0:21:08.84,Default,,0000,0000,0000,,should I disclose my Dyslexia in the
Dialogue: 0,0:21:08.84,0:21:11.93,Default,,0000,0000,0000,,workplace? It can really be an important
Dialogue: 0,0:21:11.93,0:21:14.64,Default,,0000,0000,0000,,issue for many people.
Dialogue: 0,0:21:14.64,0:21:16.44,Default,,0000,0000,0000,,So at the same time there are really
Dialogue: 0,0:21:16.44,0:21:18.63,Default,,0000,0000,0000,,significant challenges at the college
Dialogue: 0,0:21:18.63,0:21:22.59,Default,,0000,0000,0000,,level and in the workplace, as said,
Dialogue: 0,0:21:22.59,0:21:25.30,Default,,0000,0000,0000,,in higher education, and in careers, this
Dialogue: 0,0:21:25.30,0:21:27.93,Default,,0000,0000,0000,,is often where Dyslexics shine because
Dialogue: 0,0:21:27.93,0:21:30.98,Default,,0000,0000,0000,,they are fantastic problem solvers,
Dialogue: 0,0:21:30.98,0:21:33.44,Default,,0000,0000,0000,,whether it's people problems, system
Dialogue: 0,0:21:33.44,0:21:36.43,Default,,0000,0000,0000,,problems, or technical problems. Dyslexic
Dialogue: 0,0:21:36.43,0:21:38.28,Default,,0000,0000,0000,,strengths often involve strategic
Dialogue: 0,0:21:38.28,0:21:41.30,Default,,0000,0000,0000,,thinking, many Dyslexics are strong with
Dialogue: 0,0:21:41.30,0:21:45.94,Default,,0000,0000,0000,,empathy and seem particularly good at team
Dialogue: 0,0:21:45.94,0:21:49.07,Default,,0000,0000,0000,,building. Dynamic Reasoning, which is one
Dialogue: 0,0:21:49.07,0:21:51.43,Default,,0000,0000,0000,,of the mind strengths, is something that
Dialogue: 0,0:21:51.43,0:21:55.40,Default,,0000,0000,0000,,we also seem to see more often sort of
Dialogue: 0,0:21:55.40,0:21:58.66,Default,,0000,0000,0000,,"turning on" in the college graduate
Dialogue: 0,0:21:58.66,0:22:01.27,Default,,0000,0000,0000,,school or workplace years. Being able to
Dialogue: 0,0:22:01.27,0:22:03.63,Default,,0000,0000,0000,,spot trends and predict what's going to
Dialogue: 0,0:22:03.63,0:22:05.40,Default,,0000,0000,0000,,happen, which is important for so many
Dialogue: 0,0:22:05.40,0:22:07.76,Default,,0000,0000,0000,,different cutting edge careers.
Dialogue: 0,0:22:07.76,0:22:10.79,Default,,0000,0000,0000,,Entrepreneurship, Dyslexics, as many of
Dialogue: 0,0:22:10.79,0:22:12.70,Default,,0000,0000,0000,,you many know, really excel as
Dialogue: 0,0:22:12.70,0:22:16.51,Default,,0000,0000,0000,,entrepreneurs. They make up 35-40% of the
Dialogue: 0,0:22:16.51,0:22:18.63,Default,,0000,0000,0000,,successful entrepreneurs here in the
Dialogue: 0,0:22:18.63,0:22:21.40,Default,,0000,0000,0000,,United States. So, really highly
Dialogue: 0,0:22:21.40,0:22:23.91,Default,,0000,0000,0000,,over-represented among successful
Dialogue: 0,0:22:23.91,0:22:27.03,Default,,0000,0000,0000,,entrepreneurs compared to the general
Dialogue: 0,0:22:27.03,0:22:29.29,Default,,0000,0000,0000,,population.
Dialogue: 0,0:22:30.80,0:22:32.91,Default,,0000,0000,0000,,And what about older Dyslexic adults?
Dialogue: 0,0:22:32.91,0:22:36.53,Default,,0000,0000,0000,,It's important to be aware if either you
Dialogue: 0,0:22:36.53,0:22:40.74,Default,,0000,0000,0000,,or a friend or family member is suspected
Dialogue: 0,0:22:40.74,0:22:43.36,Default,,0000,0000,0000,,to have Dyslexia,that...if you are over
Dialogue: 0,0:22:43.36,0:22:45.89,Default,,0000,0000,0000,,the age of 40, the chances are, you were
Dialogue: 0,0:22:45.89,0:22:50.37,Default,,0000,0000,0000,,never formally identified. Part of that
Dialogue: 0,0:22:50.37,0:22:53.36,Default,,0000,0000,0000,,reason is because at that time the
Dialogue: 0,0:22:53.36,0:22:56.23,Default,,0000,0000,0000,,federal legislation actually hadn't taken
Dialogue: 0,0:22:56.23,0:23:00.40,Default,,0000,0000,0000,,place, so there was no pressure to
Dialogue: 0,0:23:00.40,0:23:03.46,Default,,0000,0000,0000,,identify Dyslexia, it wasn't identified
Dialogue: 0,0:23:03.46,0:23:06.83,Default,,0000,0000,0000,,in the school system yet. Really, the
Dialogue: 0,0:23:06.83,0:23:08.97,Default,,0000,0000,0000,,legislation only took effect for people
Dialogue: 0,0:23:08.97,0:23:12.82,Default,,0000,0000,0000,,who are now younger than the age of 40.
Dialogue: 0,0:23:12.82,0:23:17.90,Default,,0000,0000,0000,,Many older Dyslexic adults got by--
Dialogue: 0,0:23:17.90,0:23:19.80,Default,,0000,0000,0000,,succeeded--with personal strengths,
Dialogue: 0,0:23:19.80,0:23:22.20,Default,,0000,0000,0000,,with people talents, as mentioned before,
Dialogue: 0,0:23:22.20,0:23:24.54,Default,,0000,0000,0000,,strategic thinking and problems solving,
Dialogue: 0,0:23:24.54,0:23:26.24,Default,,0000,0000,0000,,and they found that "real life" was easier
Dialogue: 0,0:23:26.24,0:23:30.75,Default,,0000,0000,0000,,than school. When we polled our community
Dialogue: 0,0:23:30.75,0:23:32.76,Default,,0000,0000,0000,,here at Dyslexic Advantage, many people
Dialogue: 0,0:23:32.76,0:23:34.27,Default,,0000,0000,0000,,said that people supports were very
Dialogue: 0,0:23:34.27,0:23:37.14,Default,,0000,0000,0000,,important, technology less so, but, that
Dialogue: 0,0:23:37.14,0:23:40.44,Default,,0000,0000,0000,,soon will be changing. In answer to the
Dialogue: 0,0:23:40.44,0:23:42.74,Default,,0000,0000,0000,,question, "Am I still Dyslexic?"---yes,
Dialogue: 0,0:23:42.74,0:23:44.77,Default,,0000,0000,0000,,you are! It's a brain wiring difference.
Dialogue: 0,0:23:44.77,0:23:47.36,Default,,0000,0000,0000,,Most Dylsexic adults are able to read and
Dialogue: 0,0:23:47.36,0:23:49.61,Default,,0000,0000,0000,,understand, but their reading may be slow,
Dialogue: 0,0:23:49.61,0:23:51.97,Default,,0000,0000,0000,,and writing and spelling even more
Dialogue: 0,0:23:51.97,0:23:54.10,Default,,0000,0000,0000,,challenging than reading...that's what
Dialogue: 0,0:23:54.10,0:23:55.89,Default,,0000,0000,0000,,most people tell us.
Dialogue: 0,0:23:57.68,0:24:00.69,Default,,0000,0000,0000,,In answer to the question about the brain
Dialogue: 0,0:24:00.69,0:24:03.38,Default,,0000,0000,0000,,science of Dyslexia, "Are Dyslexic brains
Dialogue: 0,0:24:03.38,0:24:06.19,Default,,0000,0000,0000,,different?"---Yes, they are. Here is an
Dialogue: 0,0:24:06.19,0:24:09.47,Default,,0000,0000,0000,,example from Manuel Casanova, a
Dialogue: 0,0:24:09.47,0:24:14.09,Default,,0000,0000,0000,,neuroscientist here represented the
Dialogue: 0,0:24:14.09,0:24:17.11,Default,,0000,0000,0000,,different brain volumes in Dyslexics versus
Dialogue: 0,0:24:17.11,0:24:21.58,Default,,0000,0000,0000,,non-Dyslexics in terms of color. There
Dialogue: 0,0:24:21.58,0:24:23.60,Default,,0000,0000,0000,,were larger right hemispheric brain
Dialogue: 0,0:24:23.60,0:24:26.24,Default,,0000,0000,0000,,volumes among Dyslexics compared to
Dialogue: 0,0:24:26.24,0:24:31.76,Default,,0000,0000,0000,,non-Dyslexics. Some of that....I think
Dialogue: 0,0:24:31.76,0:24:34.08,Default,,0000,0000,0000,,this might be helpful in giving you an
Dialogue: 0,0:24:34.08,0:24:37.33,Default,,0000,0000,0000,,idea of what the differences are. If you
Dialogue: 0,0:24:37.33,0:24:38.87,Default,,0000,0000,0000,,process more information in the right
Dialogue: 0,0:24:38.87,0:24:40.73,Default,,0000,0000,0000,,hemisphere, versus the left hemisphere,
Dialogue: 0,0:24:40.73,0:24:45.84,Default,,0000,0000,0000,,this is an example from some really
Dialogue: 0,0:24:45.84,0:24:47.76,Default,,0000,0000,0000,,fascinating split brain studies from
Dialogue: 0,0:24:47.76,0:24:53.01,Default,,0000,0000,0000,,Sperry and Gazzaniga. These experiments
Dialogue: 0,0:24:53.01,0:24:54.98,Default,,0000,0000,0000,,were not done on Dyslexic or non-Dyslexic
Dialogue: 0,0:24:54.98,0:24:59.09,Default,,0000,0000,0000,,subjects...they were not done on Dyslexic
Dialogue: 0,0:24:59.09,0:25:04.08,Default,,0000,0000,0000,,subjects. Instead,patients who were under
Dialogue: 0,0:25:04.08,0:25:06.93,Default,,0000,0000,0000,,going a procedure which actually split the
Dialogue: 0,0:25:06.93,0:25:10.40,Default,,0000,0000,0000,,hemispheres. So what it told us was what
Dialogue: 0,0:25:10.40,0:25:12.50,Default,,0000,0000,0000,,do the respective hemispheres do when they
Dialogue: 0,0:25:12.50,0:25:16.13,Default,,0000,0000,0000,,process language. For example, when one
Dialogue: 0,0:25:16.13,0:25:18.27,Default,,0000,0000,0000,,of these split-brained patients were
Dialogue: 0,0:25:18.27,0:25:23.50,Default,,0000,0000,0000,,flashed the word "knight" on a screen, if
Dialogue: 0,0:25:23.50,0:25:27.58,Default,,0000,0000,0000,,it was flashed on the screen in a way that
Dialogue: 0,0:25:27.58,0:25:31.12,Default,,0000,0000,0000,,the left hemisphere saw the word, then the
Dialogue: 0,0:25:31.12,0:25:34.17,Default,,0000,0000,0000,,person said, "It says knight." But
Dialogue: 0,0:25:34.17,0:25:36.39,Default,,0000,0000,0000,,interestingly, if it was flashed on the
Dialogue: 0,0:25:36.39,0:25:38.68,Default,,0000,0000,0000,,screen so that the right hemisphere saw
Dialogue: 0,0:25:38.68,0:25:42.83,Default,,0000,0000,0000,,the word, the person said this, " I have a
Dialogue: 0,0:25:42.83,0:25:45.41,Default,,0000,0000,0000,,picture in my mind, but I can't say it.
Dialogue: 0,0:25:45.41,0:25:48.00,Default,,0000,0000,0000,,Two fighters in a ring, ancient, using
Dialogue: 0,0:25:48.00,0:25:50.08,Default,,0000,0000,0000,,uniforms and helmets on horses, trying
Dialogue: 0,0:25:50.08,0:25:53.53,Default,,0000,0000,0000,,to knock each other off....knights?" What
Dialogue: 0,0:25:53.53,0:25:58.30,Default,,0000,0000,0000,,this reflects is, although language is
Dialogue: 0,0:25:58.30,0:26:00.34,Default,,0000,0000,0000,,really represented on both sides of the
Dialogue: 0,0:26:00.34,0:26:02.73,Default,,0000,0000,0000,,brain, depending on whether you have more
Dialogue: 0,0:26:02.73,0:26:05.67,Default,,0000,0000,0000,,left sided processing or right sided
Dialogue: 0,0:26:05.67,0:26:08.10,Default,,0000,0000,0000,,processing, how that information is
Dialogue: 0,0:26:08.10,0:26:12.74,Default,,0000,0000,0000,,organized, stored ,and expressed is very
Dialogue: 0,0:26:12.74,0:26:15.53,Default,,0000,0000,0000,,different. On the left hemisphere, the
Dialogue: 0,0:26:15.53,0:26:17.44,Default,,0000,0000,0000,,language centers tend to focus on
Dialogue: 0,0:26:17.44,0:26:21.06,Default,,0000,0000,0000,,specific, exact information. In the right
Dialogue: 0,0:26:21.06,0:26:24.51,Default,,0000,0000,0000,,hemisphere, it's more associational. So
Dialogue: 0,0:26:24.51,0:26:27.04,Default,,0000,0000,0000,,there are these complex images and stories
Dialogue: 0,0:26:27.04,0:26:30.41,Default,,0000,0000,0000,,associated with a word. As a result, when
Dialogue: 0,0:26:30.41,0:26:32.73,Default,,0000,0000,0000,,students are say, in their middle or their
Dialogue: 0,0:26:32.73,0:26:34.60,Default,,0000,0000,0000,,high school years, and you know they know
Dialogue: 0,0:26:34.60,0:26:37.26,Default,,0000,0000,0000,,so much information. You've asked them to
Dialogue: 0,0:26:37.26,0:26:40.76,Default,,0000,0000,0000,,write about it. Sometimes what you see is
Dialogue: 0,0:26:40.76,0:26:44.99,Default,,0000,0000,0000,,really this kind of "complex perception"
Dialogue: 0,0:26:44.99,0:26:47.94,Default,,0000,0000,0000,,that is really hard to put into words.
Dialogue: 0,0:26:47.94,0:26:49.80,Default,,0000,0000,0000,,These are students, if you question them,
Dialogue: 0,0:26:49.80,0:26:51.86,Default,,0000,0000,0000,,they know a lot about the topic, and yet
Dialogue: 0,0:26:51.86,0:26:53.37,Default,,0000,0000,0000,,there are very few words they have written
Dialogue: 0,0:26:53.37,0:26:56.98,Default,,0000,0000,0000,,on the page. Again, I think it's just a
Dialogue: 0,0:26:56.98,0:27:02.47,Default,,0000,0000,0000,,great example that really can inform more
Dialogue: 0,0:27:02.47,0:27:04.13,Default,,0000,0000,0000,,understanding of why writing is so
Dialogue: 0,0:27:04.13,0:27:07.30,Default,,0000,0000,0000,,difficult for many students. There are
Dialogue: 0,0:27:07.30,0:27:09.51,Default,,0000,0000,0000,,specific ways to actually encourage
Dialogue: 0,0:27:09.51,0:27:12.34,Default,,0000,0000,0000,,elaboration. Translate pictures into words,
Dialogue: 0,0:27:12.34,0:27:14.54,Default,,0000,0000,0000,,for instance, that particularly can work
Dialogue: 0,0:27:14.54,0:27:18.32,Default,,0000,0000,0000,,well with many Dyslexic students.
Dialogue: 0,0:27:20.41,0:27:25.20,Default,,0000,0000,0000,,So, I think we'll probably have a special
Dialogue: 0,0:27:25.20,0:27:28.26,Default,,0000,0000,0000,,session on some of the brain research
Dialogue: 0,0:27:28.26,0:27:30.31,Default,,0000,0000,0000,,studies in Dyslexia, because it's
Dialogue: 0,0:27:30.31,0:27:33.96,Default,,0000,0000,0000,,fascinating and I think a lot of you would
Dialogue: 0,0:27:33.96,0:27:39.13,Default,,0000,0000,0000,,have great discussion of some of the
Dialogue: 0,0:27:39.13,0:27:43.74,Default,,0000,0000,0000,,observations. We really want to encourage
Dialogue: 0,0:27:43.74,0:27:47.85,Default,,0000,0000,0000,,more sharing between Dyslexic populations
Dialogue: 0,0:27:47.85,0:27:51.26,Default,,0000,0000,0000,,and the researchers who are trying to
Dialogue: 0,0:27:51.26,0:27:53.27,Default,,0000,0000,0000,,study Dyslexia. I think it is very
Dialogue: 0,0:27:53.27,0:27:56.13,Default,,0000,0000,0000,,important, and will help things all the
Dialogue: 0,0:27:56.13,0:28:00.26,Default,,0000,0000,0000,,way around. A theory or a model that is
Dialogue: 0,0:28:00.26,0:28:02.40,Default,,0000,0000,0000,,helpful to think about, what the balance
Dialogue: 0,0:28:02.40,0:28:06.08,Default,,0000,0000,0000,,is in Dyslexia is this fine detail and big
Dialogue: 0,0:28:06.08,0:28:10.43,Default,,0000,0000,0000,,picture aspect of Dyslexia. Dyslexia as
Dialogue: 0,0:28:10.43,0:28:15.33,Default,,0000,0000,0000,,a trade-off is a trade-off for more big
Dialogue: 0,0:28:15.33,0:28:18.33,Default,,0000,0000,0000,,picture thinking at the expense of fine
Dialogue: 0,0:28:18.33,0:28:21.00,Default,,0000,0000,0000,,detail. Here we have a quote form Manuel
Dialogue: 0,0:28:21.00,0:28:24.46,Default,,0000,0000,0000,,Casanova, he said, "Dyslexia is a pattern
Dialogue: 0,0:28:24.46,0:28:26.40,Default,,0000,0000,0000,,of connectivity that favors longer
Dialogue: 0,0:28:26.40,0:28:28.19,Default,,0000,0000,0000,,connections at the expense of shorter
Dialogue: 0,0:28:28.19,0:28:31.13,Default,,0000,0000,0000,,ones, as measured by spaces between cell
Dialogue: 0,0:28:31.13,0:28:33.67,Default,,0000,0000,0000,,minicolumns. This pattern of connectivity
Dialogue: 0,0:28:33.67,0:28:36.17,Default,,0000,0000,0000,,may yield a greater capacity for abstract,
Dialogue: 0,0:28:36.17,0:28:38.76,Default,,0000,0000,0000,,'visionary' thinking".
Dialogue: 0,0:28:38.76,0:28:42.48,Default,,0000,0000,0000,,What Dr. Casanova has found is that if
Dialogue: 0,0:28:42.48,0:28:45.59,Default,,0000,0000,0000,,white matter connections are measured in
Dialogue: 0,0:28:45.65,0:28:48.43,Default,,0000,0000,0000,,Dyslexics versus non-Dyslexics, there are
Dialogue: 0,0:28:48.43,0:28:53.87,Default,,0000,0000,0000,,clear differences. In fact, the pattern
Dialogue: 0,0:28:53.87,0:28:56.70,Default,,0000,0000,0000,,between these connections looks like
Dialogue: 0,0:28:56.70,0:29:00.73,Default,,0000,0000,0000,,there is kind of extremes, where, if there
Dialogue: 0,0:29:00.73,0:29:03.16,Default,,0000,0000,0000,,is a normal distribution in the middle,
Dialogue: 0,0:29:03.16,0:29:05.96,Default,,0000,0000,0000,,at one extreme favoring the fine detail
Dialogue: 0,0:29:05.96,0:29:09.57,Default,,0000,0000,0000,,are autistic individuals. And at the other
Dialogue: 0,0:29:09.57,0:29:12.40,Default,,0000,0000,0000,,end, favoring big picture, are Dyslexic
Dialogue: 0,0:29:12.40,0:29:15.96,Default,,0000,0000,0000,,individuals. The picture over here on the
Dialogue: 0,0:29:15.96,0:29:19.90,Default,,0000,0000,0000,,left, shows this trade-off between autism
Dialogue: 0,0:29:19.90,0:29:23.24,Default,,0000,0000,0000,,and Dyslexia. Here, Dyslexia patterns
Dialogue: 0,0:29:23.24,0:29:25.67,Default,,0000,0000,0000,,with these long projectios and pathways
Dialogue: 0,0:29:25.67,0:29:27.70,Default,,0000,0000,0000,,in the frame, favor these top-down
Dialogue: 0,0:29:27.70,0:29:29.73,Default,,0000,0000,0000,,cognitive style. What is the big picture?
Dialogue: 0,0:29:29.73,0:29:31.90,Default,,0000,0000,0000,,What is the information we need to know.
Dialogue: 0,0:29:31.90,0:29:33.98,Default,,0000,0000,0000,,What's the context. It tends to be more
Dialogue: 0,0:29:33.98,0:29:37.53,Default,,0000,0000,0000,,holistic and gestault in terms of
Dialogue: 0,0:29:37.53,0:29:42.94,Default,,0000,0000,0000,,processing, and good synthesizing that
Dialogue: 0,0:29:42.94,0:29:45.35,Default,,0000,0000,0000,,comes as a result of this.
Dialogue: 0,0:29:46.65,0:29:49.14,Default,,0000,0000,0000,,If you look at the fine detal/ big picture
Dialogue: 0,0:29:49.14,0:29:54.70,Default,,0000,0000,0000,,trade-off, in other practical clinical
Dialogue: 0,0:29:54.70,0:29:57.87,Default,,0000,0000,0000,,academic situations, the fine detail
Dialogue: 0,0:29:57.87,0:30:00.40,Default,,0000,0000,0000,,picture are things like specific facts
Dialogue: 0,0:30:00.40,0:30:01.84,Default,,0000,0000,0000,,where you are trying to master knowledge
Dialogue: 0,0:30:01.84,0:30:03.64,Default,,0000,0000,0000,,in isolation. You are trying to learn
Dialogue: 0,0:30:03.64,0:30:07.10,Default,,0000,0000,0000,,rules and procedures and information
Dialogue: 0,0:30:07.10,0:30:08.77,Default,,0000,0000,0000,,that is supposed to be predictable,
Dialogue: 0,0:30:08.77,0:30:14.22,Default,,0000,0000,0000,,orderly, and for instance, rote. At the
Dialogue: 0,0:30:14.22,0:30:18.36,Default,,0000,0000,0000,,other end, the Dyslexic style is more big
Dialogue: 0,0:30:18.36,0:30:22.47,Default,,0000,0000,0000,,picture. It's "gist". It's conceptual.
Dialogue: 0,0:30:22.47,0:30:25.96,Default,,0000,0000,0000,,This kind of pattern works well for best
Dialogue: 0,0:30:25.96,0:30:28.98,Default,,0000,0000,0000,,fit; looking at themes , patterns ,and
Dialogue: 0,0:30:28.98,0:30:31.71,Default,,0000,0000,0000,,stories; information that is personal and
Dialogue: 0,0:30:31.71,0:30:34.56,Default,,0000,0000,0000,,presented in context, and has associations
Dialogue: 0,0:30:34.56,0:30:37.72,Default,,0000,0000,0000,,and relationships. You can imagine that
Dialogue: 0,0:30:37.72,0:30:40.13,Default,,0000,0000,0000,,this kind of big picture style is so
Dialogue: 0,0:30:40.13,0:30:42.04,Default,,0000,0000,0000,,helpful in many disciplines,
Dialogue: 0,0:30:42.04,0:30:44.79,Default,,0000,0000,0000,,where you are trying to look at real-life
Dialogue: 0,0:30:44.79,0:30:49.60,Default,,0000,0000,0000,,trends or real-life problems. You can also
Dialogue: 0,0:30:49.60,0:30:53.17,Default,,0000,0000,0000,,imagine that in early elementary school,
Dialogue: 0,0:30:53.17,0:30:57.33,Default,,0000,0000,0000,,where fine detail and rules and procedures
Dialogue: 0,0:30:57.33,0:31:00.16,Default,,0000,0000,0000,,are being mastered, that's a particular
Dialogue: 0,0:31:00.16,0:31:03.94,Default,,0000,0000,0000,,time that is difficult for many Dyslexics.
Dialogue: 0,0:31:03.94,0:31:06.16,Default,,0000,0000,0000,,Going back to big picture: experiences,
Dialogue: 0,0:31:06.16,0:31:10.54,Default,,0000,0000,0000,,kinesthetic learning, also contribute to
Dialogue: 0,0:31:10.54,0:31:12.30,Default,,0000,0000,0000,,this big picture understanding of
Dialogue: 0,0:31:12.30,0:31:15.61,Default,,0000,0000,0000,,information. Big Picture thinking is often
Dialogue: 0,0:31:15.61,0:31:18.28,Default,,0000,0000,0000,,non-sequential, it can be messy because
Dialogue: 0,0:31:18.28,0:31:20.01,Default,,0000,0000,0000,,you are really looking at the "best fit",
Dialogue: 0,0:31:20.01,0:31:22.37,Default,,0000,0000,0000,,it doesn't have to be exact. Surprise and
Dialogue: 0,0:31:22.37,0:31:24.54,Default,,0000,0000,0000,,Novelty are often really important for
Dialogue: 0,0:31:24.54,0:31:27.34,Default,,0000,0000,0000,,Big Picture because it might cause you to
Dialogue: 0,0:31:27.34,0:31:31.27,Default,,0000,0000,0000,,completely re-set your picture and your
Dialogue: 0,0:31:31.27,0:31:34.13,Default,,0000,0000,0000,,perspective. This pattern is thought to be
Dialogue: 0,0:31:34.13,0:31:37.71,Default,,0000,0000,0000,,more intuitive, rather than explicit.
Dialogue: 0,0:31:40.67,0:31:43.96,Default,,0000,0000,0000,,If you look at this trade-off between Fine
Dialogue: 0,0:31:43.96,0:31:47.10,Default,,0000,0000,0000,,Detail and Big Picture, the short
Dialogue: 0,0:31:47.10,0:31:48.84,Default,,0000,0000,0000,,connection type processes in the brain
Dialogue: 0,0:31:48.84,0:31:50.30,Default,,0000,0000,0000,,are things like Phonological
Dialogue: 0,0:31:50.30,0:31:52.23,Default,,0000,0000,0000,,discrimination. What is the difference
Dialogue: 0,0:31:52.23,0:31:55.64,Default,,0000,0000,0000,,between "ba" and "da"? Was it "bat" or
Dialogue: 0,0:31:55.64,0:32:01.41,Default,,0000,0000,0000,,"dat"? Reading has a lot of fine detail
Dialogue: 0,0:32:01.41,0:32:03.70,Default,,0000,0000,0000,,associated with it. Is there an "s" on the
Dialogue: 0,0:32:03.70,0:32:05.80,Default,,0000,0000,0000,,end of the word or is there not? Again,
Dialogue: 0,0:32:05.80,0:32:08.31,Default,,0000,0000,0000,,rote memory, information that could be
Dialogue: 0,0:32:08.31,0:32:10.53,Default,,0000,0000,0000,,quickly processed and more automatic.
Dialogue: 0,0:32:10.53,0:32:14.21,Default,,0000,0000,0000,,On the other side, the kinds of tasks that
Dialogue: 0,0:32:14.21,0:32:16.34,Default,,0000,0000,0000,,are important for long connections in the
Dialogue: 0,0:32:16.34,0:32:18.61,Default,,0000,0000,0000,,brain are things like analogical thinking;
Dialogue: 0,0:32:18.61,0:32:23.34,Default,,0000,0000,0000,,how is this like that? Spatial reasoning,
Dialogue: 0,0:32:23.34,0:32:27.34,Default,,0000,0000,0000,,which requires often different...how
Dialogue: 0,0:32:27.34,0:32:29.96,Default,,0000,0000,0000,,would that object be rotated in space?
Dialogue: 0,0:32:29.96,0:32:31.79,Default,,0000,0000,0000,,Engineers are very good at things like
Dialogue: 0,0:32:31.79,0:32:34.64,Default,,0000,0000,0000,,that. Mental Simulation, again, not
Dialogue: 0,0:32:34.64,0:32:38.03,Default,,0000,0000,0000,,exact but actually approximate. Big
Dialogue: 0,0:32:38.03,0:32:40.93,Default,,0000,0000,0000,,picture processes are often slower, and
Dialogue: 0,0:32:40.93,0:32:45.63,Default,,0000,0000,0000,,as mentioned, less automatic.
Dialogue: 0,0:32:45.63,0:32:46.97,Default,,0000,0000,0000,,If you look at the fine detail challenges
Dialogue: 0,0:32:46.97,0:32:49.36,Default,,0000,0000,0000,,in younger students, what are the sorts of
Dialogue: 0,0:32:49.36,0:32:53.06,Default,,0000,0000,0000,,things that you'd see? -- Is that the
Dialogue: 0,0:32:53.06,0:32:58.48,Default,,0000,0000,0000,,letter 'b' or 'd'? Did you say 'wold' or
Dialogue: 0,0:32:58.48,0:33:02.97,Default,,0000,0000,0000,,'world'? Was 4 plus 4 eight, or seven, or
Dialogue: 0,0:33:02.97,0:33:06.40,Default,,0000,0000,0000,,six? --These pieces of information are
Dialogue: 0,0:33:06.40,0:33:09.57,Default,,0000,0000,0000,,very exact and specific short connection
Dialogue: 0,0:33:09.57,0:33:14.77,Default,,0000,0000,0000,,type of tasks. Letter recognition, sound
Dialogue: 0,0:33:14.77,0:33:16.100,Default,,0000,0000,0000,,discrimination, fact retrievals,
Dialogue: 0,0:33:16.100,0:33:21.53,Default,,0000,0000,0000,,sequencing. What are the fine detail
Dialogue: 0,0:33:21.53,0:33:23.67,Default,,0000,0000,0000,,challenges that older students face?
Dialogue: 0,0:33:23.67,0:33:25.31,Default,,0000,0000,0000,,Things like homonyms-- was that 'hear',
Dialogue: 0,0:33:25.31,0:33:29.76,Default,,0000,0000,0000,,or 'here'? Choosed or chose? You'll hear
Dialogue: 0,0:33:29.76,0:33:30.96,Default,,0000,0000,0000,,students say, "I know what that means,
Dialogue: 0,0:33:30.96,0:33:32.62,Default,,0000,0000,0000,,but I can't explain why, or I can't
Dialogue: 0,0:33:32.62,0:33:38.60,Default,,0000,0000,0000,,pronounce it. Was that punctuation rules
Dialogue: 0,0:33:38.60,0:33:41.30,Default,,0000,0000,0000,,that's a fine detail? Was it studies with
Dialogue: 0,0:33:41.30,0:33:44.24,Default,,0000,0000,0000,,an apostrophe 's' or with an '-ies'?"
Dialogue: 0,0:33:47.80,0:33:51.04,Default,,0000,0000,0000,,Examples of fine detail challenges have
Dialogue: 0,0:33:51.04,0:33:53.80,Default,,0000,0000,0000,,been studied in brain systems. These are
Dialogue: 0,0:33:53.80,0:33:56.10,Default,,0000,0000,0000,,from fMRI studies. A famous study by
Dialogue: 0,0:33:56.10,0:33:59.97,Default,,0000,0000,0000,,John Gabrieli at Stanford, and what it
Dialogue: 0,0:33:59.97,0:34:01.52,Default,,0000,0000,0000,,shows you is that in typically reading
Dialogue: 0,0:34:01.52,0:34:03.46,Default,,0000,0000,0000,,children, when they were listening to a
Dialogue: 0,0:34:03.46,0:34:05.93,Default,,0000,0000,0000,,rhyme, there is activation in these two
Dialogue: 0,0:34:05.93,0:34:10.10,Default,,0000,0000,0000,,circles. When Dyslexic students were
Dialogue: 0,0:34:10.10,0:34:11.25,Default,,0000,0000,0000,,given the same rhymes--this was an
Dialogue: 0,0:34:11.25,0:34:13.10,Default,,0000,0000,0000,,interesting study because the students
Dialogue: 0,0:34:13.10,0:34:15.70,Default,,0000,0000,0000,,didn't have to make a decision about
Dialogue: 0,0:34:15.70,0:34:16.90,Default,,0000,0000,0000,,anything, they were just listening to
Dialogue: 0,0:34:16.90,0:34:19.45,Default,,0000,0000,0000,,rhyming words in the scanner. You can
Dialogue: 0,0:34:19.45,0:34:22.36,Default,,0000,0000,0000,,see, it is much less of a match betwe4en
Dialogue: 0,0:34:22.36,0:34:24.90,Default,,0000,0000,0000,,those. But when students were remediated,
Dialogue: 0,0:34:24.90,0:34:27.46,Default,,0000,0000,0000,,with a variety of methods--some was
Dialogue: 0,0:34:27.46,0:34:29.60,Default,,0000,0000,0000,,auditory training, another was a
Dialogue: 0,0:34:29.60,0:34:33.93,Default,,0000,0000,0000,,phonological method--that, improvement in
Dialogue: 0,0:34:33.93,0:34:36.30,Default,,0000,0000,0000,,that sound discrimination could be seen on
Dialogue: 0,0:34:36.30,0:34:38.20,Default,,0000,0000,0000,,an fMRI, and that correlated with the
Dialogue: 0,0:34:38.20,0:34:41.23,Default,,0000,0000,0000,,tests that they gave the children. It's
Dialogue: 0,0:34:41.23,0:34:44.21,Default,,0000,0000,0000,,important to note that these kinds of
Dialogue: 0,0:34:44.21,0:34:49.26,Default,,0000,0000,0000,,tests are not useful for diagnosis, at
Dialogue: 0,0:34:49.26,0:34:50.65,Default,,0000,0000,0000,,that point there is a lot of individual
Dialogue: 0,0:34:50.65,0:34:53.10,Default,,0000,0000,0000,,variations. Mostly what can be gleaned,
Dialogue: 0,0:34:53.10,0:34:54.83,Default,,0000,0000,0000,,at least at this point in time, come from
Dialogue: 0,0:34:54.83,0:34:58.77,Default,,0000,0000,0000,,groups of students with controls, rather
Dialogue: 0,0:34:58.77,0:35:02.60,Default,,0000,0000,0000,,than relying on a single person or so.
Dialogue: 0,0:35:02.60,0:35:04.54,Default,,0000,0000,0000,,It's not as if you could go and have a
Dialogue: 0,0:35:04.54,0:35:06.77,Default,,0000,0000,0000,,scan and find out that you are Dyslexic.
Dialogue: 0,0:35:06.77,0:35:09.27,Default,,0000,0000,0000,,It's still a clinical diagnosis or
Dialogue: 0,0:35:09.27,0:35:10.78,Default,,0000,0000,0000,,identification.
Dialogue: 0,0:35:10.78,0:35:12.17,Default,,0000,0000,0000,,Another thing I wanted to mention here,
Dialogue: 0,0:35:12.17,0:35:13.83,Default,,0000,0000,0000,,because we talked a bit about Stealth
Dialogue: 0,0:35:13.83,0:35:15.97,Default,,0000,0000,0000,,Dyslexia. This is some fascinating work
Dialogue: 0,0:35:15.97,0:35:19.83,Default,,0000,0000,0000,,from Fumiko Hoeft. What she found when
Dialogue: 0,0:35:19.83,0:35:22.64,Default,,0000,0000,0000,,she studied Stealth Dyslexics was that
Dialogue: 0,0:35:22.64,0:35:26.78,Default,,0000,0000,0000,,there was more brain grey matter seen in
Dialogue: 0,0:35:26.78,0:35:29.59,Default,,0000,0000,0000,,Stealth Dyslexics, as well as more
Dialogue: 0,0:35:29.59,0:35:32.73,Default,,0000,0000,0000,,activation in areas associated with
Dialogue: 0,0:35:32.73,0:35:35.33,Default,,0000,0000,0000,,contextual learning. So, these are
Dialogue: 0,0:35:35.33,0:35:38.03,Default,,0000,0000,0000,,students who had trouble with single word
Dialogue: 0,0:35:38.03,0:35:40.41,Default,,0000,0000,0000,,reading, but were actually quite strong in
Dialogue: 0,0:35:40.41,0:35:45.21,Default,,0000,0000,0000,,reading words within a story or a context.
Dialogue: 0,0:35:45.21,0:35:47.76,Default,,0000,0000,0000,,The interesting part about this is that
Dialogue: 0,0:35:47.76,0:35:51.20,Default,,0000,0000,0000,,the extra brain grey matter in these
Dialogue: 0,0:35:51.20,0:35:53.77,Default,,0000,0000,0000,,context areas is consistent with the
Dialogue: 0,0:35:53.77,0:35:58.60,Default,,0000,0000,0000,,strength that certainly we see among
Dialogue: 0,0:35:58.60,0:36:02.47,Default,,0000,0000,0000,,Stealth Dyslexics, about contextual
Dialogue: 0,0:36:02.47,0:36:07.79,Default,,0000,0000,0000,,learning, and being able to function well
Dialogue: 0,0:36:07.79,0:36:10.31,Default,,0000,0000,0000,,in applied problem solving.
Dialogue: 0,0:36:14.30,0:36:17.65,Default,,0000,0000,0000,,In fact, these slides were taken from
Dialogue: 0,0:36:17.67,0:36:20.17,Default,,0000,0000,0000,,Dr. Hoefts presentation at our conference
Dialogue: 0,0:36:20.17,0:36:23.16,Default,,0000,0000,0000,,on Dyslexia and Talent, she challenged
Dialogue: 0,0:36:23.16,0:36:25.94,Default,,0000,0000,0000,,the concept of Dyslexia being deficit,
Dialogue: 0,0:36:25.94,0:36:30.37,Default,,0000,0000,0000,,only, as she presented her work. I highly
Dialogue: 0,0:36:30.37,0:36:32.53,Default,,0000,0000,0000,,recommend checking out the videos from our
Dialogue: 0,0:36:32.53,0:36:35.23,Default,,0000,0000,0000,,conference on our You-tube channel,
Dialogue: 0,0:36:35.23,0:36:44.03,Default,,0000,0000,0000,,youtube.com/dyslexicadvantage. Her talk
Dialogue: 0,0:36:44.03,0:36:48.95,Default,,0000,0000,0000,,there showed that Stealth Dyslexics, as
Dialogue: 0,0:36:48.95,0:36:51.53,Default,,0000,0000,0000,,much, have that contextual top-down
Dialogue: 0,0:36:51.53,0:36:55.94,Default,,0000,0000,0000,,processing, being able to use brain
Dialogue: 0,0:36:55.94,0:37:01.67,Default,,0000,0000,0000,,pathways in order to do decoding and
Dialogue: 0,0:37:01.67,0:37:05.07,Default,,0000,0000,0000,,problem solving. She also presented and
Dialogue: 0,0:37:05.07,0:37:07.90,Default,,0000,0000,0000,,showed us some work from Ken Pugh at the
Dialogue: 0,0:37:07.90,0:37:10.67,Default,,0000,0000,0000,,Haskins Lab at Yale that showed that
Dialogue: 0,0:37:10.67,0:37:12.67,Default,,0000,0000,0000,,there seems to be a trade off between
Dialogue: 0,0:37:12.67,0:37:15.94,Default,,0000,0000,0000,,reading and visual spatial processing
Dialogue: 0,0:37:15.94,0:37:19.20,Default,,0000,0000,0000,,ability. In fact, from that work, it looks
Dialogue: 0,0:37:19.20,0:37:23.40,Default,,0000,0000,0000,,like the weaker the reading ability, the
Dialogue: 0,0:37:23.40,0:37:26.10,Default,,0000,0000,0000,,stronger the visual spatial talent. Sort
Dialogue: 0,0:37:26.10,0:37:31.67,Default,,0000,0000,0000,,of a fascinating result. It was building
Dialogue: 0,0:37:31.67,0:37:33.70,Default,,0000,0000,0000,,on some previous work that showed that
Dialogue: 0,0:37:33.70,0:37:36.57,Default,,0000,0000,0000,,Dyslexics outperformed non-Dyslexics in
Dialogue: 0,0:37:36.57,0:37:40.61,Default,,0000,0000,0000,,terms of spatial rotation and problem
Dialogue: 0,0:37:40.61,0:37:44.60,Default,,0000,0000,0000,,solving types of work. That might account
Dialogue: 0,0:37:44.60,0:37:47.93,Default,,0000,0000,0000,,for why Dyslexics are over-represented in
Dialogue: 0,0:37:47.93,0:37:50.31,Default,,0000,0000,0000,,fields such as engineering and
Dialogue: 0,0:37:50.31,0:37:52.90,Default,,0000,0000,0000,,architecture. So what she put in her slide
Dialogue: 0,0:37:52.90,0:37:56.00,Default,,0000,0000,0000,,is that these kinds of data challenge
Dialogue: 0,0:37:56.00,0:38:00.04,Default,,0000,0000,0000,,accounts suggesting that Dyslexia is a
Dialogue: 0,0:38:00.04,0:38:03.19,Default,,0000,0000,0000,,deficit. It is not, it's a trade off. You
Dialogue: 0,0:38:03.19,0:38:05.100,Default,,0000,0000,0000,,can't just look at weaknesses associated
Dialogue: 0,0:38:05.100,0:38:09.17,Default,,0000,0000,0000,,with Dyslexia, the whole picture is a
Dialogue: 0,0:38:09.17,0:38:12.83,Default,,0000,0000,0000,,trade off. Some abilities are very strong,
Dialogue: 0,0:38:12.83,0:38:14.79,Default,,0000,0000,0000,,or even above average, while other things
Dialogue: 0,0:38:14.79,0:38:19.21,Default,,0000,0000,0000,,are the more traditional Dyslexia related
Dialogue: 0,0:38:19.21,0:38:22.14,Default,,0000,0000,0000,,challenges with reading and writing.
Dialogue: 0,0:38:22.14,0:38:26.17,Default,,0000,0000,0000,,I did want to mention some of the Dyslexic
Dialogue: 0,0:38:26.17,0:38:29.54,Default,,0000,0000,0000,,strength literature here. Some examples,
Dialogue: 0,0:38:29.54,0:38:31.100,Default,,0000,0000,0000,,Dyslexics, as I mentioned, outperform
Dialogue: 0,0:38:31.100,0:38:34.42,Default,,0000,0000,0000,,non-Dyslexics on a variety of tasks. Here,
Dialogue: 0,0:38:34.42,0:38:40.38,Default,,0000,0000,0000,,some in a previous study, if you do these
Dialogue: 0,0:38:40.38,0:38:43.97,Default,,0000,0000,0000,,spatial puzzles here on the left, Dyslexics
Dialogue: 0,0:38:43.97,0:38:46.29,Default,,0000,0000,0000,,are better than non-Dyslexics at these
Dialogue: 0,0:38:46.29,0:38:49.19,Default,,0000,0000,0000,,things. On creative insight problems, it
Dialogue: 0,0:38:49.19,0:38:51.74,Default,,0000,0000,0000,,shows that more problems were correctly
Dialogue: 0,0:38:51.74,0:38:54.41,Default,,0000,0000,0000,,solved by the Dyslexic group compared to
Dialogue: 0,0:38:54.41,0:38:56.99,Default,,0000,0000,0000,,the non-Dyslexic group. As mentioned,
Dialogue: 0,0:38:56.99,0:38:58.63,Default,,0000,0000,0000,,Dylsexics are over-represented in schools
Dialogue: 0,0:38:58.63,0:39:00.47,Default,,0000,0000,0000,,of art and engineering in surveys that
Dialogue: 0,0:39:00.47,0:39:04.44,Default,,0000,0000,0000,,have been done, as well as surveys of
Dialogue: 0,0:39:04.44,0:39:06.48,Default,,0000,0000,0000,,successful entrepreneurs.
Dialogue: 0,0:39:09.54,0:39:12.16,Default,,0000,0000,0000,,These are some of the data that we've had
Dialogue: 0,0:39:12.16,0:39:15.10,Default,,0000,0000,0000,,from our clinic. These are WISC scores,
Dialogue: 0,0:39:15.10,0:39:17.19,Default,,0000,0000,0000,,here are various measurements on the
Dialogue: 0,0:39:17.19,0:39:20.46,Default,,0000,0000,0000,,WIAT, for those of you who know about the
Dialogue: 0,0:39:20.46,0:39:23.07,Default,,0000,0000,0000,,technical aspects of these tests. So, if
Dialogue: 0,0:39:23.07,0:39:26.34,Default,,0000,0000,0000,,100 is the average, I think what I really
Dialogue: 0,0:39:26.34,0:39:30.13,Default,,0000,0000,0000,,wanted to show you here is that there are
Dialogue: 0,0:39:30.13,0:39:32.47,Default,,0000,0000,0000,,some areas that are below average, below
Dialogue: 0,0:39:32.47,0:39:35.67,Default,,0000,0000,0000,,the line at 100 of things like working
Dialogue: 0,0:39:35.67,0:39:38.50,Default,,0000,0000,0000,,memory, processing speed, sentence
Dialogue: 0,0:39:38.50,0:39:40.63,Default,,0000,0000,0000,,repetition. Here are things like oral
Dialogue: 0,0:39:40.63,0:39:45.27,Default,,0000,0000,0000,,reading accuracy, and math facts fluency.
Dialogue: 0,0:39:45.27,0:39:47.60,Default,,0000,0000,0000,,At the same time, there's some
Dialogue: 0,0:39:47.60,0:39:49.86,Default,,0000,0000,0000,,spectacularly high scores as well of
Dialogue: 0,0:39:49.86,0:39:52.69,Default,,0000,0000,0000,,things like verbal reasoning ability,
Dialogue: 0,0:39:52.69,0:39:56.81,Default,,0000,0000,0000,,oral word fluency, reading comprehension
Dialogue: 0,0:39:56.81,0:40:02.06,Default,,0000,0000,0000,,can be very strong among some Stealth
Dialogue: 0,0:40:02.06,0:40:04.43,Default,,0000,0000,0000,,Dyslexics, and things like that. Math
Dialogue: 0,0:40:04.43,0:40:07.03,Default,,0000,0000,0000,,problem solving can also be in the average
Dialogue: 0,0:40:07.03,0:40:10.04,Default,,0000,0000,0000,,range or very high amongst some clusters
Dialogue: 0,0:40:10.04,0:40:13.02,Default,,0000,0000,0000,,of students. The main point getting across
Dialogue: 0,0:40:13.02,0:40:16.77,Default,,0000,0000,0000,,here, Dyslexics are not a flat line. They
Dialogue: 0,0:40:16.77,0:40:18.61,Default,,0000,0000,0000,,don't have even abilities. They are
Dialogue: 0,0:40:18.61,0:40:21.87,Default,,0000,0000,0000,,lop-sided in this way, but it's also a
Dialogue: 0,0:40:21.87,0:40:24.63,Default,,0000,0000,0000,,huge mistake to believe that Dyslexia is
Dialogue: 0,0:40:24.63,0:40:27.31,Default,,0000,0000,0000,,weakness only. It's also accompanied by
Dialogue: 0,0:40:27.31,0:40:30.67,Default,,0000,0000,0000,,some pretty impressive strengths. If we
Dialogue: 0,0:40:30.67,0:40:32.88,Default,,0000,0000,0000,,are not looking for them, we need to be.
Dialogue: 0,0:40:35.77,0:40:38.39,Default,,0000,0000,0000,,This just reinforces that the up-side
Dialogue: 0,0:40:38.39,0:40:41.07,Default,,0000,0000,0000,,conceptual ability typically far exceeds
Dialogue: 0,0:40:41.07,0:40:44.02,Default,,0000,0000,0000,,academic achievement. Often, what we've
Dialogue: 0,0:40:44.02,0:40:48.09,Default,,0000,0000,0000,,seen when we spend time with these students
Dialogue: 0,0:40:48.09,0:40:50.88,Default,,0000,0000,0000,,is that they really have extraordinary
Dialogue: 0,0:40:50.88,0:40:53.34,Default,,0000,0000,0000,,conceptual ability, often 1grade, 2 grades,
Dialogue: 0,0:40:53.34,0:40:56.09,Default,,0000,0000,0000,,sometimes even more above their grade.
Dialogue: 0,0:40:56.09,0:40:58.19,Default,,0000,0000,0000,,It's something to be looked for because it
Dialogue: 0,0:40:58.19,0:41:00.94,Default,,0000,0000,0000,,can be very frustrating, not only to have
Dialogue: 0,0:41:00.94,0:41:03.16,Default,,0000,0000,0000,,to spend extra time with the basic rote
Dialogue: 0,0:41:03.16,0:41:07.67,Default,,0000,0000,0000,,aspects of schooling, but to not be fed
Dialogue: 0,0:41:07.67,0:41:09.61,Default,,0000,0000,0000,,for their advanced conceptual ability can
Dialogue: 0,0:41:09.61,0:41:14.44,Default,,0000,0000,0000,,be a recipe for problems, because then
Dialogue: 0,0:41:14.44,0:41:17.14,Default,,0000,0000,0000,,school really doesn't hold any excitement
Dialogue: 0,0:41:17.14,0:41:21.30,Default,,0000,0000,0000,,or joy for them. It's not uncommon, for
Dialogue: 0,0:41:21.30,0:41:23.37,Default,,0000,0000,0000,,instance,where we've had students who
Dialogue: 0,0:41:23.37,0:41:26.54,Default,,0000,0000,0000,,were placed in gifted classrooms, but with
Dialogue: 0,0:41:26.54,0:41:28.23,Default,,0000,0000,0000,,accommodations to support them for
Dialogue: 0,0:41:28.23,0:41:31.60,Default,,0000,0000,0000,,reading and writing. That's why we like the
Dialogue: 0,0:41:31.60,0:41:33.40,Default,,0000,0000,0000,,comprehensive testing--you have to look
Dialogue: 0,0:41:33.40,0:41:35.50,Default,,0000,0000,0000,,for the strengths as well as the
Dialogue: 0,0:41:35.50,0:41:37.03,Default,,0000,0000,0000,,challenges if you are going to be doing a
Dialogue: 0,0:41:37.03,0:41:40.30,Default,,0000,0000,0000,,good assessment for Dyslexia.
Dialogue: 0,0:41:40.30,0:41:42.98,Default,,0000,0000,0000,,So, maybe that's a good segway into the
Dialogue: 0,0:41:42.98,0:41:46.93,Default,,0000,0000,0000,,next and final part of this talk, Dyslexic
Dialogue: 0,0:41:46.93,0:41:51.100,Default,,0000,0000,0000,,talents in children. There are a wide
Dialogue: 0,0:41:51.100,0:41:53.77,Default,,0000,0000,0000,,range of talents that we see among these
Dialogue: 0,0:41:53.77,0:41:55.23,Default,,0000,0000,0000,,students, things like spatial problem
Dialogue: 0,0:41:55.23,0:41:57.10,Default,,0000,0000,0000,,solving, this is a fantastic maze birthday
Dialogue: 0,0:41:57.10,0:41:59.51,Default,,0000,0000,0000,,card that an 8 year old happened to bring
Dialogue: 0,0:41:59.51,0:42:01.87,Default,,0000,0000,0000,,with him, and he showed me actually how it
Dialogue: 0,0:42:01.87,0:42:04.74,Default,,0000,0000,0000,,could be solved. Often students really
Dialogue: 0,0:42:04.74,0:42:06.45,Default,,0000,0000,0000,,excel or are precocious at hands on
Dialogue: 0,0:42:06.45,0:42:11.07,Default,,0000,0000,0000,,projects. They may have unusual
Dialogue: 0,0:42:11.07,0:42:13.87,Default,,0000,0000,0000,,perspectives. Here is an example of a
Dialogue: 0,0:42:13.87,0:42:17.70,Default,,0000,0000,0000,,drawing of a bike from Michael Critchley's
Dialogue: 0,0:42:17.70,0:42:20.36,Default,,0000,0000,0000,,work, a 9 year old was spontaneously
Dialogue: 0,0:42:20.36,0:42:23.71,Default,,0000,0000,0000,,drawing a bike from an aerial view.
Dialogue: 0,0:42:23.71,0:42:25.44,Default,,0000,0000,0000,,Spatial talents can also present in the
Dialogue: 0,0:42:25.44,0:42:27.100,Default,,0000,0000,0000,,kinds of things they do. We've had a
Dialogue: 0,0:42:27.100,0:42:32.54,Default,,0000,0000,0000,,number of soccer goalies, hockey goalies,
Dialogue: 0,0:42:32.54,0:42:40.33,Default,,0000,0000,0000,,who are Dyslexic. Some of that may be just
Dialogue: 0,0:42:40.33,0:42:46.24,Default,,0000,0000,0000,,pure athletic ability, but many cases, I
Dialogue: 0,0:42:46.24,0:42:49.58,Default,,0000,0000,0000,,think it's spatial, and it's being able to
Dialogue: 0,0:42:49.58,0:42:51.74,Default,,0000,0000,0000,,...a little bit of dynamic reasoning, to
Dialogue: 0,0:42:51.74,0:42:54.07,Default,,0000,0000,0000,,see how people are moving, and to know
Dialogue: 0,0:42:54.07,0:42:56.48,Default,,0000,0000,0000,,where the ball is going to go next. We've
Dialogue: 0,0:42:56.48,0:42:59.48,Default,,0000,0000,0000,,also had a number of accomplished sailors
Dialogue: 0,0:42:59.48,0:43:01.34,Default,,0000,0000,0000,,among our student group, we have parents,
Dialogue: 0,0:43:01.34,0:43:06.19,Default,,0000,0000,0000,,also, who are very good at navigation,
Dialogue: 0,0:43:06.19,0:43:08.100,Default,,0000,0000,0000,,sailing. This is another kind of complex
Dialogue: 0,0:43:08.100,0:43:11.76,Default,,0000,0000,0000,,system where Dyslexics can excel at,
Dialogue: 0,0:43:11.76,0:43:14.43,Default,,0000,0000,0000,,factoring in things like the weather,
Dialogue: 0,0:43:14.43,0:43:16.100,Default,,0000,0000,0000,,wind, the current, and being able to know
Dialogue: 0,0:43:16.100,0:43:21.64,Default,,0000,0000,0000,,where you are and where you'll be.
Dialogue: 0,0:43:24.58,0:43:26.79,Default,,0000,0000,0000,,At the same time, the talents in Dyslexic
Dialogue: 0,0:43:26.79,0:43:29.52,Default,,0000,0000,0000,,children aren't limited to just spatial
Dialogue: 0,0:43:29.52,0:43:32.36,Default,,0000,0000,0000,,abilities. Some students are extremely
Dialogue: 0,0:43:32.36,0:43:34.90,Default,,0000,0000,0000,,verbally gifted. They can be wonderful
Dialogue: 0,0:43:34.90,0:43:38.07,Default,,0000,0000,0000,,storytellers, have advanced conceptual
Dialogue: 0,0:43:38.07,0:43:41.07,Default,,0000,0000,0000,,reasoning as I mentioned, great verbal
Dialogue: 0,0:43:41.07,0:43:43.57,Default,,0000,0000,0000,,reasoning...walking arguments, in fact.
Dialogue: 0,0:43:43.57,0:43:45.81,Default,,0000,0000,0000,,Some of these students, you can see, they
Dialogue: 0,0:43:45.81,0:43:48.31,Default,,0000,0000,0000,,are socially perceptive. We also see
Dialogue: 0,0:43:48.31,0:43:50.70,Default,,0000,0000,0000,,students who have particularly strong
Dialogue: 0,0:43:50.70,0:43:55.67,Default,,0000,0000,0000,,math and science abilities. One of the
Dialogue: 0,0:43:55.67,0:43:57.91,Default,,0000,0000,0000,,questions we were asked in the live
Dialogue: 0,0:43:57.91,0:43:59.47,Default,,0000,0000,0000,,webinar was a question about dynamic
Dialogue: 0,0:43:59.47,0:44:01.52,Default,,0000,0000,0000,,reasoning, and when does that present?
Dialogue: 0,0:44:01.52,0:44:03.12,Default,,0000,0000,0000,,Although that's typically an older
Dialogue: 0,0:44:03.12,0:44:05.68,Default,,0000,0000,0000,,presenting gift among Dyslexic students,
Dialogue: 0,0:44:05.68,0:44:08.34,Default,,0000,0000,0000,,we also can see that among students who
Dialogue: 0,0:44:08.34,0:44:11.54,Default,,0000,0000,0000,,really thrive with for instance, video
Dialogue: 0,0:44:11.54,0:44:14.16,Default,,0000,0000,0000,,gaming or imagining video gaming. This is
Dialogue: 0,0:44:14.16,0:44:16.34,Default,,0000,0000,0000,,a drawing that one student brought in to
Dialogue: 0,0:44:16.34,0:44:19.07,Default,,0000,0000,0000,,us about how he would plan a game, and
Dialogue: 0,0:44:19.07,0:44:21.64,Default,,0000,0000,0000,,what you can see is it is a very complex
Dialogue: 0,0:44:21.64,0:44:24.40,Default,,0000,0000,0000,,diagram. It had a lot of feedback loops,
Dialogue: 0,0:44:24.40,0:44:26.18,Default,,0000,0000,0000,,--if this happened, this would go to
Dialogue: 0,0:44:26.18,0:44:29.09,Default,,0000,0000,0000,,here--and students really love the
Dialogue: 0,0:44:29.09,0:44:31.77,Default,,0000,0000,0000,,complexity of systems like this. Sometimes
Dialogue: 0,0:44:31.77,0:44:34.24,Default,,0000,0000,0000,,gaming at this age may be the best way to
Dialogue: 0,0:44:34.24,0:44:37.61,Default,,0000,0000,0000,,kind of analyze things like that. Older
Dialogue: 0,0:44:37.61,0:44:39.67,Default,,0000,0000,0000,,students can get involved in things like
Dialogue: 0,0:44:39.67,0:44:42.12,Default,,0000,0000,0000,,Game Theory, or Economics, but in the
Dialogue: 0,0:44:42.12,0:44:46.57,Default,,0000,0000,0000,,early ages -- maybe video gaming or
Dialogue: 0,0:44:46.57,0:44:51.70,Default,,0000,0000,0000,,imaginary worlds or fantasy may satisfy
Dialogue: 0,0:44:51.70,0:44:56.34,Default,,0000,0000,0000,,that craving for complexity. Dyslexic
Dialogue: 0,0:44:56.34,0:44:58.61,Default,,0000,0000,0000,,students we often find, are very
Dialogue: 0,0:44:58.61,0:45:00.94,Default,,0000,0000,0000,,metacognitive. There is a study of college
Dialogue: 0,0:45:00.94,0:45:02.87,Default,,0000,0000,0000,,students that found Dyslexic students had
Dialogue: 0,0:45:02.87,0:45:05.67,Default,,0000,0000,0000,,stronger metacognitive abilities than
Dialogue: 0,0:45:05.67,0:45:08.20,Default,,0000,0000,0000,,non-Dyslexic students, maybe because they
Dialogue: 0,0:45:08.20,0:45:10.40,Default,,0000,0000,0000,,had a harder time with rote memory. They
Dialogue: 0,0:45:10.40,0:45:12.50,Default,,0000,0000,0000,,are often extremely analytical. When we
Dialogue: 0,0:45:12.50,0:45:14.40,Default,,0000,0000,0000,,did a survey at Dyslexic Advantage dot
Dialogue: 0,0:45:14.40,0:45:17.06,Default,,0000,0000,0000,,com, I think the analytical strength was
Dialogue: 0,0:45:17.06,0:45:18.97,Default,,0000,0000,0000,,among the highest that people reported
Dialogue: 0,0:45:18.97,0:45:21.73,Default,,0000,0000,0000,,of their talents that they seemed to use
Dialogue: 0,0:45:21.73,0:45:24.14,Default,,0000,0000,0000,,commonly in their workplace and their
Dialogue: 0,0:45:24.14,0:45:25.26,Default,,0000,0000,0000,,jobs.
Dialogue: 0,0:45:28.45,0:45:31.16,Default,,0000,0000,0000,,When we surveyed the talents in our
Dialogue: 0,0:45:31.16,0:45:34.01,Default,,0000,0000,0000,,parents that we saw for the students in
Dialogue: 0,0:45:34.01,0:45:37.83,Default,,0000,0000,0000,,our clinic, we had probably an unusual
Dialogue: 0,0:45:37.83,0:45:41.83,Default,,0000,0000,0000,,cluster of parent careers, because we
Dialogue: 0,0:45:41.83,0:45:46.33,Default,,0000,0000,0000,,are near Microsoft and Boeing, but, 43%
Dialogue: 0,0:45:46.33,0:45:48.36,Default,,0000,0000,0000,,of the parents from out clinic were in
Dialogue: 0,0:45:48.36,0:45:50.36,Default,,0000,0000,0000,,engineering, computers, science, or
Dialogue: 0,0:45:50.36,0:45:52.33,Default,,0000,0000,0000,,economics. Twenty-five percent were in
Dialogue: 0,0:45:52.33,0:45:54.08,Default,,0000,0000,0000,,business, upper management, or sales.
Dialogue: 0,0:45:54.08,0:45:57.86,Default,,0000,0000,0000,,Other occupations included pilot,coaches,
Dialogue: 0,0:45:57.86,0:46:00.74,Default,,0000,0000,0000,,counselors, and veterinarians. There were
Dialogue: 0,0:46:00.74,0:46:04.20,Default,,0000,0000,0000,,strengths that build on personal
Dialogue: 0,0:46:04.20,0:46:06.57,Default,,0000,0000,0000,,communication, empathy, but also things
Dialogue: 0,0:46:06.57,0:46:08.67,Default,,0000,0000,0000,,like problem solving and spatial
Dialogue: 0,0:46:08.67,0:46:15.20,Default,,0000,0000,0000,,visualization and reasoning. This is just
Dialogue: 0,0:46:15.20,0:46:17.71,Default,,0000,0000,0000,,a little pie chart looking at the
Dialogue: 0,0:46:17.71,0:46:20.49,Default,,0000,0000,0000,,different kinds of careers that we found
Dialogue: 0,0:46:20.49,0:46:23.88,Default,,0000,0000,0000,,when we polled individuals from our
Dialogue: 0,0:46:23.88,0:46:25.96,Default,,0000,0000,0000,,community.
Dialogue: 0,0:46:30.34,0:46:33.06,Default,,0000,0000,0000,,Okay, this brings me to Dyslexic Mind
Dialogue: 0,0:46:33.06,0:46:35.77,Default,,0000,0000,0000,,Strengths and I'll come into a close here.
Dialogue: 0,0:46:35.77,0:46:38.40,Default,,0000,0000,0000,,MIND is an acronym that we use that
Dialogue: 0,0:46:38.40,0:46:40.30,Default,,0000,0000,0000,,stands for Material Reasoning,
Dialogue: 0,0:46:40.30,0:46:42.14,Default,,0000,0000,0000,,Interconnected Reasoning, Narrative
Dialogue: 0,0:46:42.14,0:46:43.97,Default,,0000,0000,0000,,Reasoning, and Dynamic Reasoning. These
Dialogue: 0,0:46:43.97,0:46:46.72,Default,,0000,0000,0000,,are brain-based mechanisms that contribute
Dialogue: 0,0:46:46.72,0:46:48.60,Default,,0000,0000,0000,,to Dyslexic strengths.
Dialogue: 0,0:46:54.85,0:46:57.84,Default,,0000,0000,0000,,Material Reasoning is an ability to
Dialogue: 0,0:46:57.84,0:46:59.87,Default,,0000,0000,0000,,reason about the physical characteristics
Dialogue: 0,0:46:59.87,0:47:02.27,Default,,0000,0000,0000,,of objects in a material universe, largely
Dialogue: 0,0:47:02.27,0:47:04.47,Default,,0000,0000,0000,,spatial reasoning ability. Material
Dialogue: 0,0:47:04.47,0:47:07.10,Default,,0000,0000,0000,,reasoners are often able to, for instance,
Dialogue: 0,0:47:07.10,0:47:10.53,Default,,0000,0000,0000,,figure out how things work, gears,
Dialogue: 0,0:47:10.53,0:47:13.100,Default,,0000,0000,0000,,pulleys, for example. This is a drawing
Dialogue: 0,0:47:13.100,0:47:17.07,Default,,0000,0000,0000,,from a great little builder in our clinic.
Dialogue: 0,0:47:17.07,0:47:18.82,Default,,0000,0000,0000,,At 6 years old, he was already drawing
Dialogue: 0,0:47:18.82,0:47:22.13,Default,,0000,0000,0000,,ships in cross-section from an aerial
Dialogue: 0,0:47:22.13,0:47:25.57,Default,,0000,0000,0000,,view. This child's understanding of what
Dialogue: 0,0:47:25.57,0:47:28.97,Default,,0000,0000,0000,,a boat is certainly better than a standard
Dialogue: 0,0:47:28.97,0:47:31.54,Default,,0000,0000,0000,,six year old who doesn't have that strong
Dialogue: 0,0:47:31.54,0:47:35.85,Default,,0000,0000,0000,,physical knowledge of what things are.
Dialogue: 0,0:47:38.12,0:47:39.77,Default,,0000,0000,0000,,The "I" stands for Interconnected
Dialogue: 0,0:47:39.77,0:47:41.87,Default,,0000,0000,0000,,Reasoning, and that's an ability to spot
Dialogue: 0,0:47:41.87,0:47:43.47,Default,,0000,0000,0000,,connections or relationships between
Dialogue: 0,0:47:43.47,0:47:45.88,Default,,0000,0000,0000,,different objects, concepts, or points
Dialogue: 0,0:47:45.88,0:47:48.78,Default,,0000,0000,0000,,of view. An ability to connect diverse
Dialogue: 0,0:47:48.78,0:47:50.87,Default,,0000,0000,0000,,perspectives, or see things from different
Dialogue: 0,0:47:50.87,0:47:53.74,Default,,0000,0000,0000,,points of view can be used in all kinds of
Dialogue: 0,0:47:53.74,0:47:58.68,Default,,0000,0000,0000,,situations, from things like the work
Dialogue: 0,0:47:58.68,0:48:00.40,Default,,0000,0000,0000,,place, working in businesses,
Dialogue: 0,0:48:00.40,0:48:05.73,Default,,0000,0000,0000,,corporations, to writing novels, or...in
Dialogue: 0,0:48:05.73,0:48:07.43,Default,,0000,0000,0000,,the military, being able to see a
Dialogue: 0,0:48:07.43,0:48:11.51,Default,,0000,0000,0000,,battlefield from different perspectives.
Dialogue: 0,0:48:11.51,0:48:15.70,Default,,0000,0000,0000,,This is really an incredible strength, but
Dialogue: 0,0:48:15.70,0:48:19.17,Default,,0000,0000,0000,,it can also be a challenge when students
Dialogue: 0,0:48:19.17,0:48:21.43,Default,,0000,0000,0000,,are younger, and they have trouble picking
Dialogue: 0,0:48:21.43,0:48:24.79,Default,,0000,0000,0000,,one, or narrowing what they want to say
Dialogue: 0,0:48:24.79,0:48:28.17,Default,,0000,0000,0000,,in a paper. Interconnected Reasoning
Dialogue: 0,0:48:28.17,0:48:32.80,Default,,0000,0000,0000,,allows individuals to unite information,
Dialogue: 0,0:48:32.80,0:48:34.33,Default,,0000,0000,0000,,to assume a global or "big picture"
Dialogue: 0,0:48:34.33,0:48:36.86,Default,,0000,0000,0000,,perspective, and to also determine large
Dialogue: 0,0:48:36.86,0:48:39.47,Default,,0000,0000,0000,,scale features like gist -- what's the
Dialogue: 0,0:48:39.47,0:48:43.86,Default,,0000,0000,0000,,"gist" of the situation, or context.
Dialogue: 0,0:48:45.03,0:48:46.92,Default,,0000,0000,0000,,N stands for Narrative Reasoning, and
Dialogue: 0,0:48:46.92,0:48:49.57,Default,,0000,0000,0000,,that's an ability to create stories by
Dialogue: 0,0:48:49.57,0:48:51.59,Default,,0000,0000,0000,,connecting a series of mental scenes from
Dialogue: 0,0:48:51.59,0:48:53.74,Default,,0000,0000,0000,,past personal experience, as well as a
Dialogue: 0,0:48:53.74,0:48:56.17,Default,,0000,0000,0000,,tendency to use stories to recall the
Dialogue: 0,0:48:56.17,0:48:58.94,Default,,0000,0000,0000,,past, understand the present, and imagine
Dialogue: 0,0:48:58.94,0:49:04.18,Default,,0000,0000,0000,,the future. We have a lot of gifted
Dialogue: 0,0:49:04.18,0:49:08.40,Default,,0000,0000,0000,,storytellers in our clinic. We've seen
Dialogue: 0,0:49:08.40,0:49:11.53,Default,,0000,0000,0000,,that in adults with Dyslexia that
Dialogue: 0,0:49:11.53,0:49:14.90,Default,,0000,0000,0000,,storytelling ability can be great for all
Dialogue: 0,0:49:14.90,0:49:17.24,Default,,0000,0000,0000,,kinds of occupations, not just writing,
Dialogue: 0,0:49:17.24,0:49:20.01,Default,,0000,0000,0000,,but also communicating a vision in a
Dialogue: 0,0:49:20.01,0:49:23.73,Default,,0000,0000,0000,,workplace as a business leader or, for
Dialogue: 0,0:49:23.73,0:49:28.37,Default,,0000,0000,0000,,instance, in the courtroom with a lawyer,
Dialogue: 0,0:49:28.37,0:49:30.16,Default,,0000,0000,0000,,who can communicate and really connect
Dialogue: 0,0:49:30.16,0:49:33.07,Default,,0000,0000,0000,,to the jury. So, Narrative Reasoning is
Dialogue: 0,0:49:33.07,0:49:37.10,Default,,0000,0000,0000,,really a fascinating strength associated
Dialogue: 0,0:49:37.10,0:49:40.74,Default,,0000,0000,0000,,with Dyslexia. Many students are able to
Dialogue: 0,0:49:40.74,0:49:44.03,Default,,0000,0000,0000,,use stories to really boost their memory
Dialogue: 0,0:49:44.03,0:49:48.17,Default,,0000,0000,0000,,for information in the classroom.
Dialogue: 0,0:49:48.17,0:49:50.14,Default,,0000,0000,0000,,Which brings us to the last Mind Strength,
Dialogue: 0,0:49:50.14,0:49:52.87,Default,,0000,0000,0000,,Dynamic Reasoning. That's an ability to
Dialogue: 0,0:49:52.87,0:49:55.57,Default,,0000,0000,0000,,recombine the elements of the past to
Dialogue: 0,0:49:55.57,0:49:58.10,Default,,0000,0000,0000,,predict or simulate future outcomes.
Dialogue: 0,0:49:58.10,0:50:00.13,Default,,0000,0000,0000,,Dynamic Reasoning really builds on
Dialogue: 0,0:50:00.13,0:50:04.09,Default,,0000,0000,0000,,pattern recognition. It often involves
Dialogue: 0,0:50:04.09,0:50:06.81,Default,,0000,0000,0000,,personal rather than abstract memory.
Dialogue: 0,0:50:06.81,0:50:09.57,Default,,0000,0000,0000,,It can be great for highly changeable or
Dialogue: 0,0:50:09.57,0:50:11.57,Default,,0000,0000,0000,,ambiguous situations, where there is
Dialogue: 0,0:50:11.57,0:50:14.94,Default,,0000,0000,0000,,incomplete knowledge. Cutting edge fields,
Dialogue: 0,0:50:14.94,0:50:18.10,Default,,0000,0000,0000,,finance...if suddenly you have a crash of
Dialogue: 0,0:50:18.10,0:50:20.29,Default,,0000,0000,0000,,a stock market, what is going to happen
Dialogue: 0,0:50:20.29,0:50:22.08,Default,,0000,0000,0000,,next? It's not ever happened before like
Dialogue: 0,0:50:22.08,0:50:25.97,Default,,0000,0000,0000,,this...A lot of Dyslexic dynamic reasoners
Dialogue: 0,0:50:25.97,0:50:29.63,Default,,0000,0000,0000,,really excel in times like this because
Dialogue: 0,0:50:29.63,0:50:32.81,Default,,0000,0000,0000,,they are trend spotters, pattern people,
Dialogue: 0,0:50:32.81,0:50:36.21,Default,,0000,0000,0000,,they look at best fit, and so, it doesn't
Dialogue: 0,0:50:36.21,0:50:38.24,Default,,0000,0000,0000,,matter if it hasn't happened before, they
Dialogue: 0,0:50:38.24,0:50:39.50,Default,,0000,0000,0000,,will make a good prediction for the
Dialogue: 0,0:50:39.50,0:50:42.64,Default,,0000,0000,0000,,future. As mentioned, Dynamic Reasoning
Dialogue: 0,0:50:42.64,0:50:45.23,Default,,0000,0000,0000,,uses these "best fit" cognitive processes
Dialogue: 0,0:50:45.23,0:50:47.09,Default,,0000,0000,0000,,rather than rule-based, deductive, or
Dialogue: 0,0:50:47.09,0:50:50.10,Default,,0000,0000,0000,,formulaic thinking. Rather , Dynamic
Dialogue: 0,0:50:50.10,0:50:52.63,Default,,0000,0000,0000,,Reasoners used cases and examples. They
Dialogue: 0,0:50:52.63,0:50:54.81,Default,,0000,0000,0000,,like to connect the dots in order to
Dialogue: 0,0:50:54.81,0:50:57.42,Default,,0000,0000,0000,,predict what is going to happen next.
Dialogue: 0,0:50:57.42,0:51:00.46,Default,,0000,0000,0000,,Particularly good for areas that are
Dialogue: 0,0:51:00.46,0:51:02.87,Default,,0000,0000,0000,,completely new, as mentioned, new
Dialogue: 0,0:51:02.87,0:51:04.86,Default,,0000,0000,0000,,domains of knowledge... A very famous
Dialogue: 0,0:51:04.86,0:51:07.32,Default,,0000,0000,0000,,highly successful Dyslexic researchers in
Dialogue: 0,0:51:07.32,0:51:10.06,Default,,0000,0000,0000,,all kinds of fields, and inventors, also
Dialogue: 0,0:51:10.06,0:51:14.79,Default,,0000,0000,0000,,in business and finance, as mentioned.
Dialogue: 0,0:51:19.56,0:51:21.94,Default,,0000,0000,0000,,I just want to talk a bit--I'm just about
Dialogue: 0,0:51:21.94,0:51:23.90,Default,,0000,0000,0000,,to close--about some of the trade-offs
Dialogue: 0,0:51:23.90,0:51:25.64,Default,,0000,0000,0000,,that happen in memory, based on the
Dialogue: 0,0:51:25.64,0:51:28.36,Default,,0000,0000,0000,,Dyslexic processing style. As mentioned,
Dialogue: 0,0:51:28.36,0:51:30.74,Default,,0000,0000,0000,,rote memory is a relative weakness for
Dialogue: 0,0:51:30.74,0:51:35.07,Default,,0000,0000,0000,,many Dyslexics. It's non-contextual, it's
Dialogue: 0,0:51:35.07,0:51:36.96,Default,,0000,0000,0000,,generalized (generic), like a dictionary
Dialogue: 0,0:51:36.96,0:51:41.43,Default,,0000,0000,0000,,definition. The strength side of memory
Dialogue: 0,0:51:41.43,0:51:43.43,Default,,0000,0000,0000,,for many Dyslexics is personal memory,
Dialogue: 0,0:51:43.43,0:51:45.100,Default,,0000,0000,0000,,it's like an episode, scene-based. It
Dialogue: 0,0:51:45.100,0:51:48.76,Default,,0000,0000,0000,,occurs at a specific time and place, and
Dialogue: 0,0:51:48.76,0:51:53.56,Default,,0000,0000,0000,,often uses cases and examples with
Dialogue: 0,0:51:53.56,0:51:58.36,Default,,0000,0000,0000,,connection of these, in order to create a
Dialogue: 0,0:51:58.36,0:51:59.73,Default,,0000,0000,0000,,big picture.
Dialogue: 0,0:52:01.52,0:52:05.37,Default,,0000,0000,0000,,Why Dyslexic Strengths matter? There has
Dialogue: 0,0:52:05.37,0:52:07.04,Default,,0000,0000,0000,,been a lot of controversy and discussion
Dialogue: 0,0:52:07.04,0:52:11.30,Default,,0000,0000,0000,,about whether it's important to address
Dialogue: 0,0:52:11.30,0:52:13.64,Default,,0000,0000,0000,,strengths associated with Dyslexic
Dialogue: 0,0:52:13.64,0:52:15.67,Default,,0000,0000,0000,,students. We think it is absolutely
Dialogue: 0,0:52:15.67,0:52:19.92,Default,,0000,0000,0000,,essential. This is another student in
Dialogue: 0,0:52:19.92,0:52:25.38,Default,,0000,0000,0000,,our clinic. This is percentile, now, and
Dialogue: 0,0:52:25.38,0:52:29.57,Default,,0000,0000,0000,,the average range is at the 50 percentile
Dialogue: 0,0:52:29.57,0:52:33.74,Default,,0000,0000,0000,,mark. If a student has this kind of oral
Dialogue: 0,0:52:33.74,0:52:37.57,Default,,0000,0000,0000,,expression, listening comprehension, but
Dialogue: 0,0:52:37.57,0:52:41.73,Default,,0000,0000,0000,,down here visual matching, or math facts,
Dialogue: 0,0:52:41.73,0:52:45.53,Default,,0000,0000,0000,,fluency; looking at the whole picture is
Dialogue: 0,0:52:45.53,0:52:47.76,Default,,0000,0000,0000,,really essential for understanding the
Dialogue: 0,0:52:47.76,0:52:50.26,Default,,0000,0000,0000,,pressure points that a student is feelilng
Dialogue: 0,0:52:50.26,0:52:52.83,Default,,0000,0000,0000,,in school. How to optimize and have
Dialogue: 0,0:52:52.83,0:52:55.47,Default,,0000,0000,0000,,challenge in the areas where they are
Dialogue: 0,0:52:55.47,0:52:58.64,Default,,0000,0000,0000,,actually thriving at, but also support and
Dialogue: 0,0:52:58.64,0:53:00.91,Default,,0000,0000,0000,,reasonable expectations for their
Dialogue: 0,0:53:00.91,0:53:03.99,Default,,0000,0000,0000,,weaknesses. Understanding, for instance,
Dialogue: 0,0:53:03.99,0:53:07.10,Default,,0000,0000,0000,,visual matching is a sub-test which can
Dialogue: 0,0:53:07.10,0:53:10.20,Default,,0000,0000,0000,,be associated with these so-called
Dialogue: 0,0:53:10.20,0:53:12.00,Default,,0000,0000,0000,,"careless mistakes" that happen with
Dialogue: 0,0:53:12.00,0:53:15.67,Default,,0000,0000,0000,,mathematics. There is often a little
Dialogue: 0,0:53:15.67,0:53:18.91,Default,,0000,0000,0000,,drift that can occur for many Dyslexics.
Dialogue: 0,0:53:18.91,0:53:20.80,Default,,0000,0000,0000,,They'll look at numbers, then they'll look
Dialogue: 0,0:53:20.80,0:53:24.07,Default,,0000,0000,0000,,again, and the numbers may switch place.
Dialogue: 0,0:53:24.79,0:53:27.36,Default,,0000,0000,0000,,They are called careless mistakes, but
Dialogue: 0,0:53:27.36,0:53:28.87,Default,,0000,0000,0000,,they aren't really careless, they are
Dialogue: 0,0:53:28.87,0:53:31.17,Default,,0000,0000,0000,,perceptual mistakes. Understanding this
Dialogue: 0,0:53:31.17,0:53:33.88,Default,,0000,0000,0000,,extra difficulty, rather than give them
Dialogue: 0,0:53:33.88,0:53:38.52,Default,,0000,0000,0000,,more and more rote problems to solve, it's
Dialogue: 0,0:53:38.52,0:53:40.19,Default,,0000,0000,0000,,good to really see the whole pictureof
Dialogue: 0,0:53:40.19,0:53:42.96,Default,,0000,0000,0000,,things, and be able to assign fewer
Dialogue: 0,0:53:42.96,0:53:45.98,Default,,0000,0000,0000,,problems. Also, projects that will appeal
Dialogue: 0,0:53:45.98,0:53:47.96,Default,,0000,0000,0000,,to the areas of their strength, and the
Dialogue: 0,0:53:47.96,0:53:51.20,Default,,0000,0000,0000,,modes that they learn fast in.
Dialogue: 0,0:53:51.20,0:53:56.12,Default,,0000,0000,0000,,Dyslexics often have extreme discrepancies
Dialogue: 0,0:53:56.12,0:53:57.94,Default,,0000,0000,0000,,between their different cognitive
Dialogue: 0,0:53:57.94,0:54:01.76,Default,,0000,0000,0000,,abilities. Failure to recognize that can
Dialogue: 0,0:54:01.76,0:54:03.41,Default,,0000,0000,0000,,really take a toll on their esteem and
Dialogue: 0,0:54:03.41,0:54:04.96,Default,,0000,0000,0000,,emotional health. It's very important,
Dialogue: 0,0:54:04.96,0:54:07.37,Default,,0000,0000,0000,,what the environment is, as I mentioned,
Dialogue: 0,0:54:07.37,0:54:12.77,Default,,0000,0000,0000,,what the expectations should be. On the
Dialogue: 0,0:54:12.77,0:54:16.51,Default,,0000,0000,0000,,positive side, recognizing student's
Dialogue: 0,0:54:16.51,0:54:19.86,Default,,0000,0000,0000,,strengths, really have powerful effects
Dialogue: 0,0:54:19.86,0:54:22.60,Default,,0000,0000,0000,,on these students' futures. We've had so
Dialogue: 0,0:54:22.60,0:54:24.36,Default,,0000,0000,0000,,many students come back to us, and tell
Dialogue: 0,0:54:24.36,0:54:28.91,Default,,0000,0000,0000,,us, just understanding their situation,
Dialogue: 0,0:54:28.91,0:54:31.92,Default,,0000,0000,0000,,seeing what they were good at, getting
Dialogue: 0,0:54:31.92,0:54:34.48,Default,,0000,0000,0000,,the whole picture of what they were facing
Dialogue: 0,0:54:34.48,0:54:37.41,Default,,0000,0000,0000,,was very empowering, very encouraging.
Dialogue: 0,0:54:37.41,0:54:39.18,Default,,0000,0000,0000,,And what we've talked to highly
Dialogue: 0,0:54:39.18,0:54:41.64,Default,,0000,0000,0000,,accomplished individuals as adults, they
Dialogue: 0,0:54:41.64,0:54:44.33,Default,,0000,0000,0000,,often said, "Having my mom or dad really
Dialogue: 0,0:54:44.33,0:54:47.88,Default,,0000,0000,0000,,believe in me, understand me, or a teacher
Dialogue: 0,0:54:47.88,0:54:50.93,Default,,0000,0000,0000,,who encouraged me, recognized that my
Dialogue: 0,0:54:50.93,0:54:53.33,Default,,0000,0000,0000,,ideas were really good, really helped
Dialogue: 0,0:54:53.33,0:54:55.24,Default,,0000,0000,0000,,carry me through a difficult time, and a
Dialogue: 0,0:54:55.24,0:54:57.30,Default,,0000,0000,0000,,time I really needed to put in a lot of
Dialogue: 0,0:54:57.30,0:55:01.04,Default,,0000,0000,0000,,extra work compared to my peers."
Dialogue: 0,0:55:01.97,0:55:06.66,Default,,0000,0000,0000,,I wanted to share this brain study. It is
Dialogue: 0,0:55:06.66,0:55:11.42,Default,,0000,0000,0000,,really fascinating. In this test, subjects
Dialogue: 0,0:55:11.42,0:55:13.46,Default,,0000,0000,0000,,were asked to silently generate the verb
Dialogue: 0,0:55:13.46,0:55:16.87,Default,,0000,0000,0000,,associated with a noun. For example, if
Dialogue: 0,0:55:16.87,0:55:20.61,Default,,0000,0000,0000,,they were given the example of a boat,
Dialogue: 0,0:55:20.61,0:55:23.01,Default,,0000,0000,0000,,what would you expect the boat to do?
Dialogue: 0,0:55:23.01,0:55:25.40,Default,,0000,0000,0000,,It would be sailing, Just thinking of
Dialogue: 0,0:55:25.40,0:55:29.09,Default,,0000,0000,0000,,sailing, and not even saying anything, the
Dialogue: 0,0:55:29.09,0:55:31.90,Default,,0000,0000,0000,,red brain, these are cross-sections from
Dialogue: 0,0:55:31.90,0:55:34.74,Default,,0000,0000,0000,,the base of the brain, up to the top. The
Dialogue: 0,0:55:34.74,0:55:36.91,Default,,0000,0000,0000,,red parts are all the different parts of
Dialogue: 0,0:55:36.91,0:55:38.52,Default,,0000,0000,0000,,the brain that
Dialogue: 0,0:55:38.52,0:55:40.34,Default,,0000,0000,0000,,non-Dyslexics used when they were thinking
Dialogue: 0,0:55:40.34,0:55:44.47,Default,,0000,0000,0000,,of that. The blue parts were all the parts
Dialogue: 0,0:55:44.47,0:55:46.44,Default,,0000,0000,0000,,where Dyslexics subjects were using, so
Dialogue: 0,0:55:46.44,0:55:48.70,Default,,0000,0000,0000,,completely different areas of
Dialogue: 0,0:55:48.70,0:55:51.31,Default,,0000,0000,0000,,the brain to process things. Just
Dialogue: 0,0:55:51.31,0:55:53.43,Default,,0000,0000,0000,,understanding how different Dyslexic
Dialogue: 0,0:55:53.43,0:55:56.65,Default,,0000,0000,0000,,processing is from non-Dyslexics, really
Dialogue: 0,0:55:56.65,0:56:01.47,Default,,0000,0000,0000,,can help us understand why there can be
Dialogue: 0,0:56:01.47,0:56:03.97,Default,,0000,0000,0000,,a disconnect in the classroom, why many
Dialogue: 0,0:56:03.97,0:56:07.24,Default,,0000,0000,0000,,Dyslexics are not well understood, and
Dialogue: 0,0:56:07.24,0:56:10.70,Default,,0000,0000,0000,,why we need to work and do more research,
Dialogue: 0,0:56:10.70,0:56:15.79,Default,,0000,0000,0000,,and more policies that improve our
Dialogue: 0,0:56:15.79,0:56:19.98,Default,,0000,0000,0000,,understanding of how to optimize work
Dialogue: 0,0:56:19.98,0:56:21.83,Default,,0000,0000,0000,,places and classrooms for Dyslexic
Dialogue: 0,0:56:21.83,0:56:23.72,Default,,0000,0000,0000,,people.
Dialogue: 0,0:56:25.74,0:56:28.47,Default,,0000,0000,0000,,What next? Dyslexic [Advantage] is now a
Dialogue: 0,0:56:28.47,0:56:32.45,Default,,0000,0000,0000,,501c3 organization. We hope that you will
Dialogue: 0,0:56:32.45,0:56:35.10,Default,,0000,0000,0000,,watch and share videos from the conference
Dialogue: 0,0:56:35.10,0:56:40.70,Default,,0000,0000,0000,,conference. This is the youtube url--
Dialogue: 0,0:56:40.70,0:56:45.24,Default,,0000,0000,0000,,youtube.com/dyslexicadvantage . We hope
Dialogue: 0,0:56:45.24,0:56:48.94,Default,,0000,0000,0000,,you really consider making a donation to
Dialogue: 0,0:56:48.94,0:56:50.47,Default,,0000,0000,0000,,the Webinar series, we'd like to continue
Dialogue: 0,0:56:50.47,0:56:55.01,Default,,0000,0000,0000,,to do these, and be able to create a
Dialogue: 0,0:56:55.01,0:56:58.56,Default,,0000,0000,0000,,library that can help more individuals.
Dialogue: 0,0:56:59.62,0:57:02.80,Default,,0000,0000,0000,,The focus of our group is to look at
Dialogue: 0,0:57:02.80,0:57:06.23,Default,,0000,0000,0000,,reframing Dyslexia. Too often right now,
Dialogue: 0,0:57:06.23,0:57:08.77,Default,,0000,0000,0000,,Dyslexia is thought to be a stigma, and
Dialogue: 0,0:57:08.77,0:57:10.70,Default,,0000,0000,0000,,many people believe that Dyslexics are
Dialogue: 0,0:57:10.70,0:57:14.61,Default,,0000,0000,0000,,low potential people. For that reason, we
Dialogue: 0,0:57:14.61,0:57:16.61,Default,,0000,0000,0000,,need to speak out more. A lot of people
Dialogue: 0,0:57:16.61,0:57:21.77,Default,,0000,0000,0000,,need to make steps to educate their peers,
Dialogue: 0,0:57:21.77,0:57:25.19,Default,,0000,0000,0000,,and friend and family members about the
Dialogue: 0,0:57:25.19,0:57:27.84,Default,,0000,0000,0000,,high potential associated with Dyslexia,
Dialogue: 0,0:57:27.84,0:57:31.54,Default,,0000,0000,0000,,and the talent side. Our goal is to
Dialogue: 0,0:57:31.54,0:57:33.33,Default,,0000,0000,0000,,identify and help more students and
Dialogue: 0,0:57:33.33,0:57:36.53,Default,,0000,0000,0000,,adults to share more of the research and
Dialogue: 0,0:57:36.53,0:57:39.83,Default,,0000,0000,0000,,applications of strength based focus, so
Dialogue: 0,0:57:39.83,0:57:41.13,Default,,0000,0000,0000,,that we can help our students in
Dialogue: 0,0:57:41.13,0:57:44.04,Default,,0000,0000,0000,,classrooms, and more employees and
Dialogue: 0,0:57:44.04,0:57:49.03,Default,,0000,0000,0000,,workplaces. Education, of course, extends
Dialogue: 0,0:57:49.03,0:57:51.44,Default,,0000,0000,0000,,to parents, teachers, and non-Dyslexics,
Dialogue: 0,0:57:51.44,0:57:53.93,Default,,0000,0000,0000,,and what we'd like to do, is improve
Dialogue: 0,0:57:53.93,0:57:55.89,Default,,0000,0000,0000,,awareness all the way around about the
Dialogue: 0,0:57:55.89,0:57:58.50,Default,,0000,0000,0000,,talent side of Dyslexia, and help build
Dialogue: 0,0:57:58.50,0:58:00.62,Default,,0000,0000,0000,,our community, so it's better
Dialogue: 0,0:58:00.62,0:58:03.67,Default,,0000,0000,0000,,opportunities for everyone. So, thank
Dialogue: 0,0:58:03.67,0:58:07.22,Default,,0000,0000,0000,,you very much for joining us, and please
Dialogue: 0,0:58:07.22,0:58:10.33,Default,,0000,0000,0000,,get in touch with us so if we can help
Dialogue: 0,0:58:10.33,0:58:12.29,Default,,0000,0000,0000,,more, if you've got ideas for future
Dialogue: 0,0:58:12.29,0:58:15.46,Default,,0000,0000,0000,,webinars, or if we can answer some
Dialogue: 0,0:58:15.46,0:58:18.95,Default,,0000,0000,0000,,questions. Thank you!