Dyslexia reading success

So What do Dyslexic’ See

For the most part, 99.99 percent of people with dyslexia see the same thing you see, but they experience the written word differently.

Ok, let’s see, hear and experience what severe dyslexia looks like

I have a Challenge in store for you

To truly see, hear and experience What Dyslexic Readers experience in reading, writing, and spelling, we must take a walk in the shoes of a Dyslexic and see what the world of text is like through their eyes.

Now I Can Make your Device Dyslexic

What does your Computer or device have in common with a dyslexic reader?

Something that you may be able to read but your Device just can’t. Like some dyslexic readers, your device gets confused and cannot read irregular spellings. This is called code confusion.

So, let’s re-adjust our vision by injecting just a small bit of code confusion into the mix to begin to see, feel, hear, and experience a small bit of what dyslexic readers face daily.  

Remember, you have the advantage of phonologic and Semantic awareness over people with dyslexia, so you’re in luck.

But what isn’t in luck is your Computer, smartphone, or tablet.  While Computers, smartphones, and tablets can be useful reading and productivity Tools For Dyslexic Readers, these devices lack phonologic and semantic experience or programming. This is how I’m going to make your reading Device Dyslexic.

• To experience for yourself, read on.
• See for yourself in the video below.
• To make your Device dyslexic, use the reading function on your Device

Let’s Go

Books aer a doroawy itno wrolds and iedas, hdiden by a sceret cdoe. Men adn wmoen hvae trvaelled acorss ocaens to fnid books, etnered itno the hottest desrets to serach for tehm. Slvaes hvae riksed, as wlel as lsot thier lvies, laenring tihs lagnugae hdiden in cdoe.

Depstie spneidng mnay yaers in edcutaion wtih the supoprt and bset efofrts of faimly, tuotrs and tecahers, mnay teeangers levae scohol wtih only bsaic redaing and spleling sklils, and in smoe cases uanble
to raed and wrtie flunelty, dilsiikng aynhting to do with bokos. I was one of thsoe tenegaers who enetred the audlt wolrd uanble to raed and wrtie byenod the msot bsiac words. I was ahsmaed of this ilalietrte state, so mcuh so taht I deevolped a keen spdier sesne taht alolewd me to deetct and

 aviod any siutaitons taht caleld for me to raed or wrtie. Tihs was a sklil taht I matseerd at scohol. Tihs avodiacne of raednig and wrniitg alolewd me to aovid any emabrrsasemnt and atetntoin.

My bigesgt obstcale at tihs tmie wsa my self-image. Somehow, I had buohgt way too mcuh itno the ieda of dyselxia and my waekness in raednig. My expreienecs and falirues at school reinforced this image. I deefind myslef by my weakness in reading.

Sehowom, I had flsaely leneard that dyexisla is sothimeng set in stone, something unchangeable. This false blieef had to be replaced by a new belief; my new belief was if I can raed one word, I can laren more and more. This new blieef bemcae brain principle 1: The principle of growth.

This new beelif motaivted me to grow. After leaving school, I would conutine my eduaction at wrok.

Wlihe at wrok on my lucnh braeks, I wolud ocacsinolaly prcatcie redaing and wrtiing, but prgoerss was vrey vrey solw. I ddin’t mkae mcuh prgoerss for a nmuebr of resaons. One of those raeosns was taht I had to somoth out the rlolercosater of ups and dwons; smoe dyas I could read better tahn otehr dyas, but I continued to push forward.

At wrok, I had memorised some key wrods taht I nedeed for the job, jsut lkie I did in school, and thsee wrods got me by. At work, I took advantage of a hsot of craetvie sklils taht gvae me an avdatnage

oevr smoe of the otehr stfaf and mnargaes, such as the ability to connect with, and harness the strengths of, other team members, as well as having a good eye for merchandising. I ltaer fonud out that such creative and organisational slkils are comomn in so claled dsylxeics.

Wihtin 3 yaers I wroked my way up from stcokroom assitsant to slaes pesron to supreivsor to stroe maanger, all wihle hiidng the sercet taht I coludn’t raed and wirte for any practical purposes. At wrok I had hit a glsas roof. Because of my literacy, it was a graet sturglge to t. mianatin the position and tihs was the furhtest I colud go wihtin the copmany. Beocimng a geenral maanger or reignoal mangaer was out of the quseiton; a store maanger was my lmii

The prseusre of tihs illietarte sttae drvoe me to gvie up my job and inevst mroe tmie in deevlpoing my lietrcay in odrer to crcak the wrtiten cdoe. I got a job taht was lses mentally taixng. I nedeed somtehing taht wolud gvie me the opoprtnuity to work on msyelf and my litreacy.

I fonud a job in corpoarte seucirty, a job that aloewld me multitask, taht maens to get piad and sutdy in secret. It was jsut me, a dsek, a book, a pen and a notepad, and the odd huor long buliding patrol. Tihs dsek job gave me tmie to immerse myself in stduy and reflcetoin, and work on my reading and writing, as well as my mental performance.

Here I cuold put itno aciton the pricnpile of immersion. I imemrsed myeslf in raeding pratcice. I boguht an elcetronic dicitoanry and a comupter wtih raeding sotfwrae. Eevn thuogh my raeding fluency was low at best, I bouhgt books. Lots of books. I bought books on phscyolgoy, hitsory, personal development, health, science, all the thnigs taht I fonud interseting while growing up, and my gaol was to leran to raed all the books on my new book case.

In my new job as a secruity gurad, I was alawys hda a pen and a pad to wrtie and mkae notes and junoral, I wolud aslo alawys hvae a book to read. Duirng patrols I wolud wlak and wrtie in my note book. Waht was written was motsly illegible -eevn to myself- but instintcievly I continued writing.

While deciphering the book ‘Headstrong’ by educational consultant Tony Buzan and the creator of mind mapping, I learnt about the principle of synergy and the conncetion bewteen food, exercise
and mental performacne, I decdied to mkae some helath chnages. I took up yoga and a number of hobibes taht I thuohgt wuold hvae deevlopmental /synergic benefits, such as playing the guitar, juglging and art.

I added visualization to my toolkit. Visualization came in handy when spelling and writing. Another important exercise I added to my toolkit was meditation and breathing exercises to control the anxiety. The mindfulness exercises improved my reading readiness, helping me become more detached from negative emotions like frustration and anxiety, which negatively affect reading readiness. Frustration is like trying to drive with the brakes on: it consumes a lot of energy and affects reading readiness.

This new work/study and play routine changed my brain. As I lowered my internal tension and increased my reading readiness, my progress moved into high gear. I was cracking the reading code, one word, one line, one sentence, one book at a time. I attacked the books on my bookcase and books in the library. I read everything from ‘Plato’s Republic’ and the ‘Intelligent Investor’ to ‘The Alchemist and ‘101 Funny Jokes’. I had one more problem to overcome: I could read, but I still couldn’t spell. To remedy this, I increased the amount of writing and spell-checking I was doing.

I began to write like a scribe, writing down poems, raps, and daily journal insights. My spelling drastically improved as a result, to the point where I felt confident to take a degree in psychology. I didn’t really want the degree. Instead, I wanted a peer group to converse with to test my insights and ideas. After about a year or so, I decided that blogging and writing would serve as a better vehicle to refine my ideas, and I started my personal development space.com (mpdspace.com), and later Dyslexia reading success.com as well as writing 3 Books.

Yes, Dyslexics can have a problem associating letters and sounds, but my story shows that These problems can be overcome, and the brain can learn to do something that your computer smartphone or tablet can’t do which is read this.

“Johnny’s Hero’s Journey” is an inspirational book for young dyslexic readers, teaching the brain principles that aid in the development of literacy skills. This anime-inspired story fosters the development of literacy skills and habits for readers aged 6 to 16+.

Buy on Amazon

“Dyslexia Awareness: The Secret Phonic Lottery” is a creative masterpiece in dyslexia and neurodiversity research, not just a book but a catalyst for students, aiding dyslexic readers, educators, parents, and advocates alike.

Buy on Amazon