DYSLEXIA AND
THE UNIVERSITY

Louise Brazeau-Ward

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FOREWORD

This booklet is written in simple English, to make it easier to read for students with
dyslexia as well as busy university lecturers, student services personnel, administrators
and others who work with people who have dyslexia. It provides a starting point for
people wishing to understand this syndrome that is often referred to as a hidden’
disability. As such, it is neither prescriptive nor exhaustive. An extensive bibliography is
included to satisfy the inquisitive mind.
This book is not only based on research on the neuro-physiological basis of dyslexia, but
all examples are based on true-life experiences.
It provides an overview of what we know about dyslexia, the difficulties experienced by
university students with dyslexia and appropriate accommodations and modifications to
assist them to achieve success.
There are examples of courses of study and examinations papers that were found to be
effective with dyslexic students. There are also examples that are considered unsuitable for
dyslexic students.
Much research has been conducted in the past on learning disabilities. However, in recent
years, the National Institutes of Mental Health have undertaken extensive research on
dyslexia.
Dyslexia is the most common learning disability. It accounts for 85% of all learning
disabilities. It is not surprising therefore, that dyslexia will be the learning disability that is
more apparent at the university level. Most other learning disabilities on the other hand, do
not affect reading after the student reaches the grade 5 level.


Copyright  2001 by Louise Brazeau-Ward
Revision: 2005

All rights reserved.
No part of this book may be reproduced, taped or broadcasted,
in part or as a whole by any means including
electronic, mechanical, photographic or any other form,
without written permission from the publisher.


Published and Distributed by: Canadian Dyslexia Centre (CDC) Inc.
495 Richmond Road, suite 201, Ottawa, Ontario, Canada K2A 4B2
Telephone : (613) 722-4777 Fax : (613) 722-4799

ISBN 1-894964-71-3

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ACKNOWLEDGEMENT
This book would not be possible without the support of my family, friends
and colleagues.
My very special thanks to my ghostwriter who has harnessed my dyslexic
thoughts, coped with my sudden bursts of inspiration, and helped me to
present this information in a format that can be shared with others.

Louise Brazeau-Ward

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TABLE OF CONTENTS



Definitions Page1
Causes of Dyslexia
Page 4
Characteristics of Dyslexia
Page 6
The Dyslexic Way of Learning
Page 14
Course Accommodations
Page 18
Test Accommodations
Page 20
Ask the Experts
Page 24
In Good Company
Page 27
References Page
30
Appendix 1: Request for Accommodations
Page 31
Appendix 2: Form to be attached to student’s work
Page 32

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DEFINITIONS

Many definitions exist to describe dyslexia. Some may even appear to be contradictory.
This can be best explained by the fact that some people look at it from a medical point of
view and others from an educational point a view.
From the educational point of view, there are also different manifestations of the
difficulties depending on the age, the grade level or the work environment of dyslexic
persons. It is not surprising that the lay public is often confused by all the definitions.
However, all the definitions really reveal different aspects of dyslexia. While dyslexia
results from a biological difference in the brain, its outward manifestations, or symptoms,
can be different depending on the type of dyslexia and/or tasks at hand.
The following are the most common definitions:
From The International Dyslexia Association (IDA).
Dyslexia is one of several distinct learning disabilities. It is a specific language-based
disorder of constitutional origin characterized by difficulties in single word decoding,
usually reflecting insufficient phonological processing. These difficulties in single word
decoding are often unexpected in relation to age and other cognitive and academic
abilities; they are not the result of generalized developmental disability or sensory
impairment. Dyslexia is manifested by variable difficulty with different forms of
language, often including, in addition to problems reading, a conspicuous problem with
acquiring proficiency in writing and spelling.
Copyright © 2004 Rev.2005 Canadian Dyslexia Centre (CDC) Inc. All rights reserved.
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DEFINITIONS continued

From The British Dyslexia Association
Dyslexia is best described as a combination of abilities and difficulties which affect the
learning process in one or more of reading, spelling, writing and sometimes
numeracy/language. Accompanying weaknesses may be identified in areas of speed of
processing, short-term memory, sequencing, auditory and/or visual perception, spoken
language and motor skills. Some dyslexics have outstanding creative skills. Others have
strong oral skills. Whilst others have no outstanding talents, they all have strengths.
Dyslexia occurs despite normal intellectual ability and conventional teaching. It is
independent of socio-economic or language background.
The Canadian Dyslexia Association definition:
Dyslexia results from a different brain organization, which may cause a problem with
reading, writing, spelling and/or speaking, despite average or superior intelligence,
traditional reading instruction and socio-cultural opportunity. It is genetically inherited
and its cause is biological.
Often, a person with dyslexia will also have special abilities and talents associated with
superior visual-spatial skills. These abilities, contrasted with deficits in basic skills, make
dyslexia very confusing for teachers and parents. There are also many famous people
who have or had dyslexia – for example: Albert Einstein, John Lennon, Walt Disney,
Alexander Graham Bell and Steven Spielberg are just a few of these.
Copyright © 2004 Rev.2005 Canadian Dyslexia Centre (CDC) Inc. All rights reserved.
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DEFINITIONS continued

There are three main types of dyslexia:

Dysnemkinesia/dysgraphia (motor)

Dysphonesia (auditory)

Dyseidesia (visual)
Dyslexia can vary in its severity. A person may also have a combination of these three
types of dyslexia. Some dyslexic students may also have a sensitivity to light (scotopic
sensitivity, Irlen syndrome, magnocellular defect.)
Dyslexia can cause a lifelong disability in reading, writing, spelling and/or speaking.
Some of these basic skills will always be more difficult for people with dyslexia than for
others. However, with appropriate and timely intervention people with dyslexia do make
progress.




Copyright © 2004 Rev.2005 Canadian Dyslexia Centre (CDC) Inc. All rights reserved.
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CAUSES OF DYSLEXIA

Dyslexia is genetically inherited, and its cause is biological. According to
Albert M. Galaburda, Associate Professor of Neurology at the Harvard Medical School,
sufficient scientific evidence accumulated in the last decade confirms that dyslexia stems
from neurological causes. Proof has been obtained from both anatomical observations of
autopsy specimens and imaging studies in living subjects.”
As Galaburda notes, “Anatomical evidence suggests there are differences in the
symmetry of brains of dyslexics, in the specific areas dealing with language. This form of
symmetry indicates that the language areas of dyslexics are organized differently and that
they probably process linguistic information differently as well.”
For most people the left side of the brain is usually larger than the right side. In the brain
of persons with dyslexia, the right side is as large as the left side. It is not that there are
fewer connections but rather, more. Neurons are found in places where they do not
usually belong. Due to this different brain organization, persons with dyslexia will
process language in a different way.
Dr. Sally Shaywitz, from Yale University, has found that persons with dyslexia learn
language by using parts of the brain not usually used to process language.
Copyright © 2004 Rev.2005 Canadian Dyslexia Centre (CDC) Inc. All rights reserved.
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CAUSES OF DYSLEXIA

Dr. John Stein, from Oxford University has done extensive research in the visual
processing systems of persons with dyslexia. He believes that unstable eye-movement
can cause “letters and words appear to move around, jump over each other, blur and
reverse themselves”.
“My overall conclusion will be that reading difficulties are neither
specific to reading nor exclusively linguistically based, but a consequence
of mildly impaired development of a particular kind of neuron in the brain,
magnocellular neurons, so that dyslexia has widespread manifestations
which are not at all confined to reading. However they are best thought of
as individual differences between people rather that a consequence of
neurological ‘disease”. J. Stein (2000): The neurobiology of reading
difficulties. Prostaglandins, Leukotrienes and Essential Fatty Acids Vol.
63, No. 1/2m July/August. Pp. 109-116


Copyright © 2004 Rev.2005 Canadian Dyslexia Centre (CDC) Inc. All rights reserved.
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CHARACTERISTICS OF DYSLEXIA

People with dyslexia do not all have the same symptoms but the following ones are the
most likely to affect the learning abilities of students at the university level.
Reading difficulties:
• extremely slow rate of reading
• blurring and distortion of words
concluding paragraph. Essential for structuring and writing an essay is, of
course, deciding what to say, how to go about assessing a particular argument
for the purpose of constructing an interpretation of it.
Th is co urse wil lst riv etoeq pst ud ent swi th bas ic
crit ical t hin kingan d es sa ywri ting sk il ls.
• missreading of words which are visually similar
was-saw, speak-break
• misreading multisyllabic words
philosophical, inheritance, interference
• omitting connecting words
at, is, where, who, over, under etc.
• understanding complex sentences, (especially in testing situation)
I will meet you for lunch unless you call to cancel.
It would be easier to say:
I will meet you for lunch. Call if you need to cancel.
Copyright © 2004 Rev.2005 Canadian Dyslexia Centre (CDC) Inc. All rights reserved.
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Document Outline

• This booklet is written in simple English, to make it easier to read for students with dyslexia as well as busy university lecturers, student services personnel, administrators and others who work with people who have dyslexia. It provides a starting po
• This book is not only based on research on the neuro-physiological basis of dyslexia, but all examples are based on true-life experiences.
  • • • • • Definitions
        • Page1
        • Page 6
        • Page 14
        • Page 18
        • Page 20
        • Page 24
        • Page 27
        • Page 30
        • Page 31
        • Page 32
    • Spelling difficulties:
      • Performance of dyslexic students during examinations
• Form Code No.

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