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Unlocking the potential of dyslexic minds & empowering dyslexic thinkers
Dyslexia does not discriminate. Neither should we.
Established in 2023, the purpose of Dyslexic Minds 901 is to raise awareness about dyslexia, the availability of dyslexia remediation, and the advantages of being a dyslexic thinker.
Approximately 1 in 5 people are dyslexic.
People with dyslexia think differently, many are "big picture" thinkers, who excel at thinking outside of the box, which is why so many are innovators, and entrepreneurs. Dyslexia does not affect one's ability to learn, it affects how one learns, which is why dyslexic thinkers also struggle with reading, writing, and spelling. However, with early identification, and appropriate Orton-Gillingham based dyslexia-specific instruction/intervention, many dyslexics can become competent readers, while continuing to develop their innate strengths and abilities.
Dyslexia does not discriminate.
Studies indicate that dyslexia impacts 20% of all children regardless of intelligence, race, color, creed, gender, ethnicity, native language, or social economic status.
Most dyslexics are of average to high intelligence.
Through speaking engagements, professional development, education, and more, Dyslexic Minds 901 wants to dispel the myths about dyslexia, while empowering dyslexic learners and their allies, to become informed advocates.
Approximately 50% of the prison population is dyslexic.
Dyslexic Minds 901 aims to disrupt the school-to-prison pipeline and emphasize the pathways to success for dyslexic learners, in Memphis, Shelby County, and beyond.
What is Dyslexia?
Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.
Characteristics Dyslexia Checklist
This checklist highlights potential signs and characteristics of dyslexia that learners may experience at different stages of development. It includes both challenges and strengths, but it is not an exhaustive list.
A dyslexic learner may encounter many of these challenges over time but will not necessarily experience all of them. Experiences will vary depending on where a learner falls on the dyslexia continuum and the type of instruction or intervention they have received.
Intellectually Gifted Learners
Dyslexia can coexist with intellectual giftedness. Students who are both intellectually gifted and dyslexic are sometimes referred to as twice-exceptional, or 2e, learners. Early identification of these students is crucial for their academic success, because they require services that both nurture their giftedness and support their dyslexia learning needs,
Without proper identification, twice-exceptional students may not receive the specialized support they need. Raising awareness is the first step in ensuring these learners have access to the necessary resources to thrive.
Other Coexisting Conditions
Learners with dyslexia may also experience challenges related to executive functioning, anxiety, ADHD, auditory processing disorders, autism, speech and language disorders, dysgraphia, dyscalculia, and other conditions that also affect those who do not have dyslexia.
These coexisting conditions can sometimes mask the signs of dyslexia, making it harder for learners to receive the support they need. Just as with intellectual giftedness, early identification and intervention are essential to addressing both dyslexia and any additional challenges,
Dyslexia and Dyslexia-Specific Instruction
What You Should Know
Dyslexia is a genetic learning difference; it is inherited from family members.
Not all people with dyslexia are affected in the same way. Some experience mild difficulties, while others face more moderate or severe challenges.
The brains of dyslexic and non-dyslexic people are different, and they respond differently to information.
These brain differences cause dyslexic children and adults to struggle with reading, writing, and spelling to varying degrees. The struggles are unexpected because they do not reflect the person’s overall abilities or intelligence. For example, a dyslexic child might have above-grade-level listening comprehension skills but struggle to comprehend a grade-level, or below-grade-level, passage that they read.
Dyslexia affects how a student learns to read, write, and spell in any language. It does not affect a student's ability to learn. Many dyslexic children struggle to learn a second language. For English language learners or bilingual students, dyslexia will be apparent in both languages.
Without appropriate instruction and support, dyslexic students struggle to access their education, no matter how intelligent they are.
With appropriate dyslexia-specific instruction/intervention most dyslexic learners can become competent readers who are able to access their education.
Dyslexia-specific instruction/intervention is also referred to by other terms including Multi-Sensory Structured Literacy and Multi-Modal Structured Literacy.
There are two main approaches to instruction and intervention that have a well-established track record of success with dyslexic learners. These are broadly categorized as Print-to-Speech and Speech-to-Print approaches. Both fall under the umbrella of dyslexia-specific instruction and intervention, but they differ in how they guide learners to understand the structure of language.
The Print-to-Speech approach is most often referred to as the Orton-Gillingham approach. This method has been successfully used with dyslexic learners for nearly 100 years and is named after its authors, Dr. Samuel T. Orton (1879–1948) and Anna Gillingham (1878–1963). Due to its long-standing success, many curricula, organizations, and individuals claim to offer instruction and intervention based on the Orton-Gillingham approach. It is important to verify the content and ensure that any program, provider, or curriculum is supported by dyslexia-specific certifications or credentials.
The Speech-to-Print model is often referred to as Structured Linguistic Literacy and includes programs such as SPELL-Links, which is widely used by Speech-Language Pathologists. The Lexia Language Essentials for Teachers of Reading & Spelling (LETRS) program is another example of a Speech-to-Print professional development initiative designed to equip educators with a deeper understanding of language structure and reading instruction. You can watch a news report about the Mississippi Miracle on our Dyslexia in the Local News page.
Whether your school districts adopt a Speech-to-Print or a Print-to-Speech approach, successful student outcomes depend on high-quality teacher training that ensures the approach is delivered effectively and with fidelity.
For the sake of consistency and to avoid ambiguity, Dyslexic Minds 901 will refer to this instructional approach by the names of its authors (Orton-Gillingham) where appropriate and/or the language of the TN Say Dyslexia legislation (dyslexia-specific instruction/intervention).
Dyslexic Minds 901 does not endorse any specific instructional program or training organization. However, we do advocate for the use of dyslexia-specific instruction and interventions. These instructions and interventions must be delivered with fidelity, through direct and explicit instruction by instructors who have received specialized training in how to implement them with integrity to the approach.
When we teach in ways that allow dyslexic learners to access literacy, we build strong foundational literacy skills that benefit all students. Dyslexia-specific instruction is not a compromise—it is a catalyst. If we get it right for dyslexic learners, we will get it right for most all learners.
— Dyslexic Minds 901
Faces of Dyslexia
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