“Scientists studying the brain have found that dyslexic adults who become capable readers use different neural pathways than nondyslexics.
This research shows that there are at least two independent systems for reading: one that is typical for the majority of readers, and another that is more effective for the dyslexic thinker
Impact of Findings for Education
These brain imaging studies show that teaching methods that may work well for a large majority of schoolchildren may be counterproductive when used with dyslexic children. Teaching methods based on intensive or systematic drill in phonemic awareness or phonetic decoding strategies may actually be harmful to dyslexic children. Such teaching might simply emphasize reliance on mental strategies that are as likely to diminish reading ability for dyslexic children as they are to improve it, increasing both the frustration and impairment level of dyslexic students.”