Learning from Success: Routes to Reading for Compensated Dyslexics

Hélène Deacon

Reading difficulties have far-reaching and devastating economic, social, and health ramifications; individuals with low literacy levels are more likely to have incomes below the poverty line, higher incarceration rates, and shorter life spans. I intend to examine how some individuals with early reading difficulties achieve later success in reading. To do so, I will examine how an estimated 22 to 25% of children with reading difficulties (such as dyslexia) are able to recover from these early challenges, at least to the point that they can comprehend text and participate in higher education as adults. It is clear that these ‘compensated dyslexics’ are not achieving reading through the classic route of letter-sound correspondences, and so I will examine two alternative avenues: an appreciation of the letter- and meaning-patterns in print. These routes might work independently or in tandem to offer alternative inroads into reading for compensated dyslexics. The results of this study will inform us as to how individuals with a history of reading difficulties access the meaning in texts. This foundational information will allow educators to target critical areas in teaching to ensure that all individuals achieve the efficient reading ability necessary for successful participation in, and contribution to society.

About Hélène Deacon

Hélène Deacon has been at Dalhousie University in Canada since 2004 and is currently an Assistant Professor in the Department of Psychology, where she founded the Language and Literacy Lab in the Child Studies Centre. A Rhodes Scholar, she conducted her doctoral thesis research under the supervision of Peter Bryant at the University of Oxford. This research provided strong empirical evidence of young children’s remarkable prowess in using sophisticated spelling strategies. Her research interests focus on spelling and reading for applied educational research across a wide range of learning contexts, including monolingual and bilingual. More specifically, she is interested in the origins and extent of children and adults’ knowledge of the role of units of meaning, or morphemes, as it relates to reading and writing. Her National Academy of Education/Spencer research will focus on ‘compensated dyslexics’, that is, those individuals who overcome early reading challenges to become successful readers in post-secondary contexts. A prolific researcher, Dr. Deacon has published articles in international journals such as the Journal of Child Language, Developmental Science, and Developmental Psychology. She has also presented and participated in a range of academic forums, such as the Society for the Scientific Study of Reading and her research has been featured on national radio and print media.