It is generally argued that the difficulties associated with what we call dyslexia are caused by developmental abnormalities. But there is no consensus among experts on a definition of dyslexia – nor is there agreement on its exact causes. There is a way of thinking about dyslexia which helps to understand the complexity. It is known as a “causal modeling framework” (Frith, 1997). This framework, which is widely used, suggests that three levels of description are useful for a better understanding of dyslexia:
• Biological (genetics and neurology)
• Cognitive (information processing)
• Behavioural (primary characteristics such as reading and spelling).
Statement of the Problem
Education plays an important role in our life. It enhances the human brain capability to think critically, emotionally and boost one’s ability to comprehend through texts and spoken words. But, unfortunately,
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Where do dyslexic good/excellent at?
According to Frith (2012), Dyslexics had non-verbal, visual and spatial abilities. He also states that good alternative thinkers and more curious, intuitive, and creative. Dyslexics also tend to have a whole world/whole language approach and wired for whole-brain thinking (Marshall, 2012). Frith also added that dyslexics are excellent in visual problem solving, mind mapping and has good social skills.
“The true gift of dyslexia is the gift of mastery”( Davis, 1980).
In one of the study of Schneps (2014) they test professional astrophysicist with or without dyslexia to spot the simulated graphical signature in a spectrum of a black hole. The dyslexic scientist are more sensitive and better at picking out the black holes, which is advantage and useful for their career. Another study of Schneps (2014) they test college students with or without dyslexia to memorize a blurry-looking images. Again, those who are dyslexic gain the advantage, which is an advantage in studying Science and