Book Review: Overcoming Dyslexia, by Sally Shaywitz

WHY SOME PEOPLE CAN’T READ

In Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level, Dr. Shaywitz does an outstanding job of describing dyslexia: “…seemingly diverse symptoms — trouble reading, absolute terror of reading aloud, problems spelling, difficulties finding the right word, mispronouncing words, rote memory nightmares.” She uses case histories of real students, and any parent or teacher of a dyslexic student will resonate with these descriptions. Dr. Shaywitz makes it clear that what’s not working has NOTHING to do with intelligence, and everything to do with a brain that processes written symbols differently than the average learner. As co-director of the Yale Center for the Study of Learning and Attention, she directs groundbreaking research and oversees extensive testing programs. Furthermore, her research helped inform my book, Dyslexia Tool Kit for Tutors and Parents: What to do when phonics isn’t enough. Let’s be clear: Her research is world class and extremely important.

DYSLEXIA RESEARCH VERSUS CLASSROOM PRACTICE

On page 281, Dr. Shaywitz points out that most pubic school methods aimed at dyslexia are abysmal failures. She backs up this accusation with evidence. On page 283 she makes a terrific case that dyslexic learners need a big picture approach, learning the overall patterns first, then filling in details later. She urges the importance of avoiding rote memory with dyslexic students. On page 286 she eloquently describes the need for enriched curriculum appropriate to dyslexic students’ high intelligence and strong curiosity about how things work. Then, inexplicably, she recommends an Orton-Gillingham program or one of it’s variants; Language!, Wilson, or Starting Over. These programs use repetition and memorization, and require the student to learn phonics before they read. This approach represents nearly the opposite of what is indicated by her own research! While these programs all provide a solid base in phonics, and are a reasonable first step in addressing a reading lag, I can’t agree with her that this is the best we can do for dyslexic students.

ORAL READING IS NOT THE ONLY KIND OF READING

Overcoming Dyslexia focuses on oral reading, which is common for research about early reading. Most students learn to read orally, and it’s easy to test. However, I would like to see the Yale Center extend their dyslexia research to include silent reading comprehension, which is where dyslexic readers can soar. There are dyslexics who read fast and well — silently — and this is not addressed in the book at all.

WELL WORTH READING, BUT DON’T STOP WITH JUST THIS BOOK

I recommend reading this book. It has excellent information about early reading programs for dyslexics. It’s worth reading just for the statistics Dr. Shaywitz includes about education and dyslexia. I’d like to repeat: her research is outstanding and highly valuable for teachers to know! It’s a great book to pair with Creative Schools by Ken Robinson, since often, the dyslexic population and the creative population overlap a great deal and it’s these inventive, smart, out of the box students that are poorly served in many schools. So yes, read this book! But don’t stop with just this book if there is a dyslexic student in your life. A great follow up would be Dr. Marion Blank’s The Reading Remedy, and perhaps my handbook for tutors and parents: Dyslexia Tool Kit for Tutors and Parents.

Reviewed by Yvonna Graham, M.Ed.