When I was actually diagnosed
"You got everything right."
I said, "Well, I'm not dyslexic, then?"
They were like, "No, you just
did everything extremely slowly."
processing speed was just
completely off the bottom of the scale.
just had to stop the timer.
And also the short-term memory.
So it was
only the processing speed
and short-term memory that showed up.
it's thought to be a problem
of the brain,
don't process sounds very well
has an impact
on reading and spelling.
But it can also have an impact
on time management, organisation,
planning, a whole range of tasks,
we've sort of narrowed it down
to this memory or processing difficulty,
talking about something
that is a much bigger syndrome
in terms of its impact on people.
(Dr McLoughlin) It's usually inherited.
We know from twin studies, we know
from other kinds of family studies
and I know
from professional experience
that it often runs in families.
I found maths very hard,
especially in primary school.
When I was first learning things
it took me
a long time to learn how to
spell and how to work out simple sums,
so I'd always be left behind,
the kids in
the year below
would always be ahead of me,
always really embarrassing
but I thought, "I can't go any quicker."
as a specific learning difficulty
"specific" means that it affects
certain particular activities.
There's a standard process
would go through
with measuring general ability,
you look at
whether their achievements
in reading, writing, spelling, maths
with their general level of functioning,
at factors in the testing
that would explain that.
When I was diagnosed
I did get some help.
I mean, one thing specifically was
to take with me
and I could type up notes while I was...
I found it a lot easier
to type notes in
was a lot quicker at typing
than I was writing by hand.
So that was just one of my strengths,
thought if they gave that to me
it would help me.
And also in terms of reading,
I was given
some advice about
how to read several words at a time
rather than each individual word
was tiring me out doing that
and I couldn't read for very long then.
One of the things I do
with parents in particular
them through what dyslexia is
and tell them what they can expect
and give them simple bits of advice,
like if you
want your child to enjoy
reading, get them to read aloud,
periods at a time,
tell them what the big words are,
otherwise they will hate reading.
I give them simple advice
like expect them to forget
it's less frustrating
than expecting them to remember.
Reward them for remembering
rather than punish them for forgetting.
As people get older
becomes increasingly important.
(Daniel) I've got
a terrible short-term
memory but a great long-term memory,
so in the
peaks and troughs thing
good at certain things
and not other things.
But as soon
as I realised
that that was a strength,
I realised that if I learned
very carefully I'd always remember it,
so to take
like creative writing at degree level
was quite a big challenge in a way.
I think it was slightly easier
after I was diagnosed
like I was normal and very slow.
I felt like actually there is
something that is causing it
and thus I
knew that I could find ways
to help myself then.
So it was
just far more useful
knowing that I had dyslexia
and not knowing why.
That's the... That's
a really horrible
thing, to just carry on and struggle.
Well, the very reassuring bit
children are properly understood
to develop the skills
and alternative techniques they need,
reason they shouldn't pursue
whatever they're capable of pursuing.
They just have to do things differently.
Probably the biggest factor
in the long term is the confidence,
tuning in to the way
people do things
them know that the way
they do things is valued, not weird,
then they do develop the confidence
able to achieve
what they're capable of achieving.