Dyslexia is another way of reading.

A book that reinterprets dyslexia from a neurodiversity perspective

We often think of dyslexia as a learning disability that makes it difficult to read, but dyslexia is not simply a problem with reading.
This means that the brain processes information differently, which is linked not only to reading difficulties but also to differences in thinking styles.
According to recent neuroscience research, dyslexia is characterized by a greater use of imagery, spatial, and pattern-based thinking than text-based thinking, and these characteristics may also be linked to creative problem-solving. However, in Korean society, dyslexia is directly linked to academic difficulties, college entrance exams, and literacy, and is often mistaken for learning difficulties or low intelligence.
Students with dyslexia often have greater difficulty reading English than Korean, and in an environment where college entrance exams are highly competitive, they are at a disadvantage.
Furthermore, dyslexia often coexists with ADHD, autism spectrum disorder, and dysgraphia (difficulty writing), rather than appearing alone, necessitating a more complex approach. "Reading Dyslexia" offers a new interpretation of dyslexia from the perspective of neurodiversity.
Beyond simply 'reading difficulties,' it illuminates the characteristics and strengths of dyslexia, as well as ways to understand and support it.
It also illuminates the lives of people with dyslexia through a variety of real-life examples, showing how their thinking and problem-solving methods differ from conventional methods.

"Reading Dyslexia" is a book for anyone concerned about more inclusive education and social approaches.
Understanding dyslexia from a neurodiversity perspective can help individuals with dyslexia, their families, educators, and parents understand that dyslexia is a “different way of thinking” and can help them discover their strengths and possibilities.
So, it leads to finding a direction for practical educational support.
And, through the neurodiversity perspective that everyone's brain works differently, it awakens us all to the true meaning of diversity.

Inability to read is not the only major characteristic of dyslexia.
However, it is only the most visible feature and the one that causes the greatest difficulty in learning.
Dyslexia exists on a wider spectrum than you might think.

--- p.12

The term 'dyslexia' might be easier to understand if we think of it as a 'brain that thinks three-dimensionally', as opposed to 'flat' or 'two-dimensional' thinking.

--- p.13

It is crucial for teachers and parents to understand people (children) from a neurodiversity perspective.
This is because only then can we find clues on how to recognize people with different thinking styles and educate or support them accordingly.
If we can first recognize that each person's thinking style can be different and that each person's strengths (rather than their weaknesses (deficiencies, insufficiencies)) are important, it will be of great help in overcoming many difficulties encountered in education and learning.
--- p.14

It is estimated that only 1 to 2 percent of adolescents and adults with dyslexia still cannot read.
So, does that mean that 99% of people with dyslexia are 'cured(?)'?
--- p.29

Many people in the West report feeling a sense of "true liberation" only after they truly understood what dyslexia was and recognized that they themselves had dyslexia (whether mildly or severely).

--- p.33

Dyslexia manifests itself in many different ways in our lives, sometimes very clearly, sometimes vaguely, and the number of possible shapes and degrees is innumerable.
So, it is said that 'almost no two people with dyslexia have the same characteristics.'

Dyslexia often does not exist alone, but rather goes hand in hand with two or more other conditions such as ADHD, autism spectrum disorder (Asperger's), motor coordination difficulties, dyscalculia (difficulty with math, difficulty with numbers), and dysgraphia (difficulty with writing).

--- p.51

Depending on what adults label a child's various brain traits, he or she may become a criminal or lead a painful life, or he or she may become a genius, a successful businessman, or a leader.
What names should we give to those who enrich our lives, and to the groups they belong to?
--- p.75

The dyslexic brain tends to be much more creative because it is visual, three-dimensional, and pattern-oriented than a brain accustomed to letters.

--- p.113

Many students with dyslexia say they would rather be called a "problem child" or "not a good student" than be told they "can't" read because they have dyslexia.

--- p.130

Because dyslexia cannot be cured or completely eliminated, they may have lived with it their entire lives.
And at every stage of their lives, dyslexia would have presented them with difficulties.
If dyslexia isn't curable or disappears, how do people with dyslexia live? They simply have to find a way to live that works for them.

--- p.179

‘Dyslexia’ and ‘literacy’ are sometimes proportional and sometimes not.
This is because people with dyslexia can have very low literacy skills, but conversely, they can also have very high literacy skills.
Additionally, some people with dyslexia have poor reading literacy but excellent digital literacy.

--- p.234

The challenges of dyslexia can be overcome with sufficient understanding and support, allowing them to reach their full potential.
That's why it's important to understand that dyslexia isn't a weakness, but rather a starting point for another way of learning and thinking.

--- p.261