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Traumatic Experiences and Dyslexia

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Edited By Evelin Witruk and Dian Sari Utami

The main topics of the book are traumatic experiences, stress processing and dyslexia with some new perspectives on this old phenomenon. The authors of the book articles are from Indonesia, Sri Lanka, Morocco, Sudan, Iran, Spain, Syria, Portugal, and Germany. The interdisciplinary character of this book is represented in contributions of scientists from different areas of psychology, special education, and linguistics.

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Dyslexia: Disabled or Differently Abled

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Abstract: So far, most research on dyslexia has examined the academic, behavioral and neurological deficits at the core of this syndrome. Some research, however, has looked for possible compensatory strengths associated with dyslexia. The association between dyslexia and enhancement of other functions, such as visuo-spatial abilities, creativity, differences in intellectual and cognitive development – variations known as neurodiversity – have respectively attracted much attention and widely explored. The focus of this article is on these abilities and their correlated attributes of dyslexia, such as career choice.

Keywords: dyslexia, visuo-spatial abilities, creativity, career choice, neurodiversity

1 Introduction

Dyslexia is a neurological learning disability characterized by lifelong struggles with processing the constituent sounds of words for reading and spelling in those who otherwise have the necessary intelligence, motivation and schooling (Akhavan Tafti, Boyle, & Crawford, 2014; Brunswick, Martin, & Marzano, 2010). Developmental dyslexia affects 5% - 17% of the population (Shaywitz & Shaywitz, 2005) and is typically characterized by persistent, recurrent, and universal phonological impairments (for a review of related literature, see Judge, Knox, & Caravolas, 2013); neurobiological anomalies that are related to the phonological processing that impair the episodic recall of words, dates and numbers (Pugh et al., 2000); inability for lateral masking (Geiger & Lettvin, 2000); neuroanatomical disruption in connectivity between posterior and frontal regions of the brain (Temple, 2002); deficits in visual memory and sequencing (Cortiella & Horowitz, 2014); and declarative memory deficit (Hedenius, Ullman, Alm, Jennische, & Persson, 2013; Menghini et al...

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