Understanding the Dyslexic Mind

In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics.


S&L2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


Estimated timeframe:

Activity steps

  1. (For Level A/B/C): Discuss the term “dyslexia” with students. Give students the opens in a new window activity handout. Read the directions out loud as students read along. Student will listen to the radio presentation and answer the questions written or orally. From Words to Images: Understanding the Dyslexic Mind Radio Presentation: opens in a new window http://wnpr.org/post/words-images-understanding-dyslexic-mind
  2. (For Level A/B/C): Students will listen to a two-minute radio piece and answer questions in the handout. Instructor can read the directions out loud. (They can read along as much as possible—there are a couple paragraphs added to the written article.) opens in a new window Yale Event Delivers Science and Strengths of the Dyslexic Mind: http://wnpr.org/post/yale-event-delivers-science-and-strengths-dyslexic-mind
  3. (For Level B/C): Students will look at Figure 1 in opens in a new window The Paradox of Dyslexia: Slow Reading, Fast Thinking (http://www.yalescientific.org/2011/04/the-paradox-of-dyslexia-slow-reading-fast-thinking) and answer the following questions.
    • What do IQ, non- impaired, and impaired mean to you?
    • Look at Figure 1. What do you see?
    • What does the bottom axis tell you?
    • What do the two types of lines, solid and dotted, mean?
    • What is the message of this graph, and how does it relate to what you have been learning from the radio pieces?
  4. Extension: Listen to the 48-minute interview with the Governor of Connecticut, and Drs. Shaywitz. The instructor should stop and clarify often. Understanding Dyslexia, and Closing the Diagnosis Gap: opens in a new window http://wnpr.org/post/understanding-dyslexia-and-closing-diagnosis-gap

Workforce readiness skills

Understanding Dyslexia: Guide for Classroom Teachers opens in a new windowhttps://www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers
opens in a new window External Resources
ELA Activities for Level A / B
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Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
In Memory of Dr. King
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Finding the Main Idea, Getting to Work on Time
Students at A level will be introduced to finding a main idea through pictures, and students with reading levels as low as first-grade equivalent will read a passage, retell it, and determine the main idea. Extension activities include practicing time management skills, including filling out a timesheet Read More Finding the Main Idea, Getting to Work on Time
Guest Speaker
Invite an informative guest speaker to class (or ask a student to speak to classmates about an area of expertise). Before the visit, have students plan the questions they will ask; during the visit, encourage students to ask follow-up questions. Read More Guest Speaker
“How To” Speeches
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches. Read More “How To” Speeches
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