A Running Definition Of Dyslexia


The product of a thinking style located predominantly in the pictorial hemisphere of the brain – with little (or ‘less’) direct access to the linguistic functioning of the other side of the brain.

The significant educational (and social) consequence is a relative difficulty in internal dialogue (self-talk) – arguably the basis of academic ability.

Rather than being a reading and writing difficulty, dyslexia is more a difficulty of internal processing – or a lack thereof – impacting on a person’s ability to process thought in words; to remember, to process, to evaluate, and to synthesize ideas.

The more a person’s pictorial brain predominates over their linguistic brain, the more difficulty they will have with our language-based education system, and the more potentially ‘dyslexic’ they will be.

Detection of ‘dyslexia’ is often difficult as some ‘dyslexics’ cover their difficulties through sheer intelligence, while others mask their style through strategic avoidance and manipulation.

The social implications of ‘dyslexia’ are huge, with confusion, low self-concept, disengagement, depression, behavioural difficulties and an anti-social/anti-authority attitude being predictable.

The cost is nation-wide, and is seen in the individual life, education, employment, social welfare, health and criminal statistics.

Laughton King

Educator, Dyslexic.

Back to Dyslexia Articles