Understanding reading issues for dyslexic researchers

The following quotes are from dyslexic postgraduate researchers explaining the nature and impact of their dyslexia. At the time these quotes were recorded all the researchers were about to complete their doctorate.  The researchers' felt it would make things better for other dyslexic graduates considering research if there were greater understanding of dyslexia. Therefore they sought to give that understanding to non-dyslexic people. The researchers have done more than survive; they have exceeded all their and others' expectations. Both supervisor and researcher have steered a path over, around and through barriers and shown resilience, imagination and persistence.

When asked to describe what it was like to be dyslexic, researchers said:

‘When dyslexic people read things, we don't read exactly what everyone else reads. For example, with ... a newspaper, we'll look at it, read completely the wrong thing, move on and never know that we've read the thing wrongly. We'll be thinking about it, and it's built into our knowledge but it's slightly off. So that changes your whole perception of the world because you've read something slightly differently from everyone else. You will never pick up on it, I will never pick up on it, so nobody else will either.’

Postgraduate researcher

‘When I have a book to read, I can manage about two pages before the words start moving about. I've tried using coloured filters and it does help. But before long the words still start dancing. And the whole process is very tiring. If I read a magazine article, it will take at least a morning. Then I need to go home and sleep before I can start work again.’

Postgraduate researcher

‘Because of its status as a disability under SENDA, dyslexia tends to be viewed within higher education simply as a "problem" to be overcome. One of the most frustrating things about being dyslexic in the graduate community is that most people do not understand that my academic strengths are drawn from the same place, as it were, as my weaknesses. The strengths of my doctoral thesis were born out of my lateral thinking abilities and visual perceptiveness, which are typical strengths in the pattern of cognitive strengths and weaknesses that characterises dyslexia.’

Dyslexic doctoral graduate, Times Higher Education Supplement (2004)