Gifts, talents, and the dyslexias: Wellsprings, springboards, and finding Foley’s Rocks

Abstract

This presentation draws together findings from the literature on giftedness, on diversity of talents, on definitions and descriptions of intelligence, on the role of emotion in learning, and on the markers and manifestations of the dyslexias. In many instances, high potential in the three-dimensional realm coexists with difficulty in the two-dimensional symbolic or abstract realm. This seeming paradox deserves exploration so educators, parents, and other concerned adults can recognize and nurture students' talents as well as offer appropriate remedial support.

An eye for the unusual: creative thinking in dyslexics

“…The literature also describes deficits (at least in some dyslexics) in certain aspects of planning, sequencing, motor co-ordination, attention, and memory (Wolff, Michel and Ovrut, 1990;McLoughlin, Fitzgibbon and Young, 1994;Everatt et al, 1997;Plaza and Guitton, 1997). However, defining dyslexia as a collection of deficiencies, problems and difficulties is an oversimplification likely to damage the dyslexic's self-esteem, a point recognized by Miles (1993), who suggests that dyslexics show 'an unusual balance of skills ' (p. 189), and Vail (1990), who argues for the recognition of 'the gifts and talents of the dyslexics' (p. 5). These views often refer to the difficulties which dyslexics face when dealing with symbolic information (as in reading and writing), but their potentially enhanced visual skills (as in the arts or engineering) and creativity.…”

Visuospatial memory in dyslexia: Evidence for strategic deficits

“…In contrast to the verbal domain, dyslexics typically show no impairment in visuospatial short-term memory (e.g., Brosnan, Demetre, Hamill, Robson, Shepherd and Cody, 2002;Gould & Glencross, 1990;Jeffries & Everatt, 2004;Kibby, Marks, Morgan & Long, 2004;Palmer, 2000) and it is frequently presumed that verbal memory deficits do not extend to the visuospatial domain. Prevalent and influential claims of enhanced visuospatial abilities in dyslexia (e.g., Aaron & Guillemond, 1993;Davis, 1997;Galaburda, 1993;Vail, 1990;West, 1997West, & 2008 may be one reason why the notion that visuospatial memory remains intact has been so readily accepted. However, consistent with the verbal domain, deficits are observed on complex span tasks which measure visuospatial WM.…”

The Abilities and Disabilities Associated with Adult Developmental Dyslexia

“…Miles (1993) suggests that dyslexic individuals show`an unusual balance of skills'. Others refer to the dyslexic's relatively enhanced creativity and visual skills, especially in the arts or engineering sciences (see Aaron and Guillemord, 1993;Davis, 1995;Edwards, 1994;Vail, 1990;West, 1991). Some have even proposed that superiority of visuo-spatial processing be used as a diagnostic indicator of dyslexia (e.g.…”