An eye for the unusual: creative thinking in dyslexics

Abstract

This article describes a series of studies investigating the relationship between developmental dyslexia and creative talents. Tasks performed by the subjects included: finding alternative uses for objects, producing drawn objects from basic shapes, completing a self-report inventory which assessed innovative styles of thinking, and the solving of problems which required some form of insightful thinking. The data indicated both differences between dyslexics and non-dyslexics and differences across age groups. Compared with non-dyslexics, dyslexic adults presented consistent evidence of greater creativity in tasks requiring novelty or insight and more innovative styles of thinking; in contrast, dyslexic primary and secondary school children performed on a level with their non-dyslexic peers on a test which involved making drawings from a number of different shapes (figural creativity). Little evidence was found for an association between creativity and enhanced visuo-spatial skills or between creativity and handedness. Despite evidence being provided for the hypothesized creative talents of dyslexics, it was not possible to confirm that these talents were constitutional in nature or that they were associated with enhanced functioning of the right hemisphere.

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

“…Internationally, on the other hand, one can mention the study undertaken by Everatt, Steffert, and Smythe (1999), in which, after describing innumerable studies which investigated the relationship between creativity and dyslexia, they concluded that, generally speaking, groups of children and adolescents with dyslexia have higher performance in tests of figural creativity than children without the disorder. Studies undertaken by Korkmazlar (2007, 2009) also observed better creative performance in children with dyslexia.…”

Criatividade em indivíduos com transtornos e dificuldades de aprendizagem: revisão de pesquisas

“…Internacional Nacional (Everatt, Steffert, & Smythe, 1999). Outra análise realizada refere-se ao levantamento de instrumentos psicológicos utilizados nas pesquisas selecionadas, observado na Tabela 1.…”

Resilience strategies employed by teachers with dyslexia working at tertiary education

“…These findings are in line with a number of other investigations that have documented adults with dyslexia being able to develop ingenious strategies to overcome their difficulties (Everatt, Steffert & Smythe, 1999;Gerber et al, 1992;Goldberg et al, 2003;Hellendoorn & Ruijssenaars, 2000;Logan, 2009;McNulty, 2003;Paananen, 2006). In keeping with other published research on practicing teachers with LDs (Ferri et al, 2001;Riddick, 2003;Vogel et al, 2007;Vogel & Sharoni, 2011), compensatory strategies have been confirmed to be of utmost importance for teachers with LD to be successful in their work.…”

“…In keeping with other published research on practicing teachers with LDs (Ferri et al, 2001;Riddick, 2003;Vogel et al, 2007;Vogel & Sharoni, 2011), compensatory strategies have been confirmed to be of utmost importance for teachers with LD to be successful in their work. Some researchers have even suggested that the creation and development of compensatory strategies to solve everyday problems is a sign of creativeness, flexibility and innovation (Everatt et al, 1999). In the current study, the development of strategies by the tertiary teachers was related to resilience and, thus, enabled them to fulfil the work requirements expected of them.…”