The Dyslexic Advantage (38 page)

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Authors: Brock L. Eide

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daydreaming
declarative memory
episodic,
see
episodic memory semantic
Delahaye, Valerie
depression
development, M-strengths and
Dinosaurs under the Big Sky
(Horner)
distractibility
D-strengths (Dynamic reasoning)
in action
advantages of
backward process in
entrepreneurs and
insight and
key points about
learning methods and
N-strengths and
prediction in
reading and
trade-offs with
writing and
Dynamic reasoning,
see
D-strengths
dyslexia:
broadened perspective on
confidence and self-worth and
current definition of
development of concept
as learning disorder
metacognition and
narrow perspective on
optimistic attitude and
prism metaphor and
self-advocacy and
stealth
talent and
telescope metaphor and
two perspectives on
dyslexic advantage
Economic Times
Eden, Guinevere
education:
home schooling and private tutoring
supportive environment for
see also
elementary and middle school; high school and college
Einstein, Albert
elementary and middle school
confidence and self-worth and
external supports and
helping students in
internal supports and
metacognition and
optimistic attitude and
supportive environment in
teachers in
entrepreneurs
environmental stimuli
episodic memory
daydreaming and
scene-based depictions in
story-form thinking in
understanding
episodic stimulation
D-strengths and
Epstein, Fred
essays and reports
eureka moment
Everatt, John
eyes, reading and
factual memory,
see
declarative memory
Fawcett, Angela
filing papers
fine-motor coordination
Flink, David
Flynn, Vince
Ford, Richard
Fortune
Foss, Ben
Foster, Norman
friends
Frostig School
future, optimistic attitude toward
Geschwind, Norman
Gilger, Jeffrey
gist
global thinking
goal setting
grammar
handwriting
Hassabis, Demis
Haynes, Charles
Headstrong Nation
Hewlett, Bill
Heywood, Daniel
Heywood, Jenny
Heywood, Lance
high school and college
applying to college
developing skills and supports
resources related to
summary for
thriving in college
hippocampus
home schooling
Hopkins, Anthony
Horner, John “Jack,”
How: Why HOW We Do Anything Means Everything . . . in Business (and in Life)
(Seidman)
Hynd, George
Icon Magazine Online
imagination:
insight and
prediction and
information input
information output
information processing
big-picture
fine-detail
phonological
procedural learning
in right hemisphere vs. left hemisphere
innovation
insight
Inspiration program
Intel Reader
Interconnected reasoning,
see
I-strengths
interest(s)
job-related
learning and
Interview with the Vampire
(Rice)
In The Mind's Eye
(West)
IQ tests
Irving, John
I-strengths (Interconnected reasoning)
in action
advantages of
global thinking and
insight and
key points about
learning methods and
perspective shifts and
reading and
in real life
relationship perception and
trade-offs with
writing and
Jackson, Lesley
Jansons, Kalvis
job,
see
workplace
Kamen, Dean
Károlyi, Catya
Katz, Lynda
Kenyon, Sherrilyn
Kidspiration program
kinesthetic memory
King, Diana Hanbury
Landmark College
language
ambiguities in
M-strengths and
phonological processing and
procedural learning and
right vs. left hemisphere processing of
semantic fields and
working memory and
see also
reading; spelling; words; writing
La Plante, Lynda
large motor muscle memory
latent inhibition
Laws, Jack
learning:
attention in,
see
attention
explicit
implicit
information input in
information output in
memory in,
see
memory
procedural
Learning Outside the Lines
(Mooney)
learning skills, developing
Lennon, John
Leonardo da Vinci
likeness, relationships of
literacy
see also
reading
Logan, Julie
long-term memory
declarative
episodic,
see
episodic memory
procedural
Looking Beyond the Ivy League
(Pope)
Lord of the Rings, The
(Tolkien)
Lovelock, James
LRN
Lundberg, Ingvar
Maguire, Eleanor
Mapping Inner Space
(Margulies)
Margulies, Nancy
Material reasoning,
see
M-strengths
math
McCaw, Craig
McGuire, Al
Memorial Day
(Flynn)
memory
declarative
episodic,
see
episodic memory
hippocampus and
long-term
procedural
semantic
short-term
working,
see
working memory
Merrill, Douglas
metacognition
middle school,
see
elementary and middle school
Miles, T. R.
mind-mapping techniques
MIND strengths
see also
D-strengths; I-strengths; M-strengths; N-strengths
mirror images and symbol-flipping
Mislabeled Child, The
(Eide and Eide)
MIT
Mooney, Jonathan
Morgan, W. Pringle
M-strengths (Material reasoning; spatial reasoning)
in action
advantages of
cognitive basis of
development and
key points about
language output and
learning methods and
reading and
real-world worth of
symbols and
trade-offs with
2-D and 3-D tasks and
types of spatial imagery in
writing and
Muir, John
multiple-choice exams
music
Narrative reasoning,
see
N-strengths
Negroponte, Nicholas
Newton, Isaac
Nicolson, Roderick
nonverbal reasoning
N-strengths (Narrative reasoning)
in action
advantages of
backward process in
D-strengths and
entrepreneurs and
episodic memory in
key points about
learning methods and
and narratives about dyslexia
reading and
scene-based depictions in
story-form thinking in
trade-offs with
writing and
optimistic attitude
Optimistic Child, The
(Seligman)
organization and time management
paragraphs
paralexic (paraphasic) errors
parental support
pattern completion
pattern detection
pattern separation
peer support
perspectives, shifting
pessimistic interpretive framework
phonemes
phonemic awareness skills
phonics
phonological processing
Pope, Loren
powerlessness, sense of
prediction
private schools
procedural learning
procedural memory
Project Eye-to-Eye
qualitative reasoning
RAND Corporation
reading
building speed in
building word-level problem-solving skills in
building word recognition in
college and
comprehension in
decoding words in
fluency in
interest and
key points on
oral
phonological impairments and
recorded books and
resources for
right-to-left hemisphere shift and
rule-based skills and
school accommodations for
skilled
technological aids for
vision and
recorded books
recorders
relationships, strength in perceiving
of likeness
of togetherness
trade-offs with
reports and essays
resources and accommodations
Reversals
(Simpson)
Rice, Ann
Rogers, Richard
rule-based skills
Russell, James T.
scene-based depictions vs. abstract definitions
scene construction
Schneps, Matthew
Schoenbrod, David
school,
see
education
Schwab, Charles
Science
Seidman, Dov
self-advocacy
self-worth and confidence
Seligman, Martin
semantic memory
sentences
Shaywitz, Bennett
Shaywitz, Sally
short-term memory
working,
see
working memory
similarity, relationships of
Simpson, Eileen
Singer, Bryan
Smith, Duane
Smythe, Ian
spatial imagery
learning methods and
types of
see also
M-strengths
spatial reasoning,
see
M-strengths
speech-to-text programs
Spellbound
(Charlton)
spell-checkers
spelling
phonological impairments and
Spellwright
(Charlton)
Sperry, Roger
square root rule
stealth dyslexia
Steffert, Beverly
Step Up to Writing
stimulant medications
stories, thinking in
stress
study skills
Sugar, Alan
support
from parents
from peers
resources for
from teachers
workplace and
Swiftan, Penny
symbols
Symmes, Jean
syntax
talent
task mindfulness
teachers
technological aids:
for organization and time management
for reading
for workplace
for writing
Term Limits
(Flynn)
text-to-speech programs
Thinking Like Einstein
(West)
Through the Looking Glass
(Carroll)
time management and organization
togetherness, relationships of
Tolkien, J. R. R.
tutoring
Virgin Atlantic
vision, reading and
visual imagery
spatial reasoning and
West, Thomas G.
Westhaver, Mona
Wolf, Maryanne
Wolff, Ulrika
word processors
words:
ambiguities in meanings of
decoding
discrimination of
practice in building recognition of
sound segmentation of
substitutions of
working memory
branches of
language and
offloading of
stress and
workplace
disclosing dyslexia at
getting support and advice from dyslexic peers and
improving job fit
I-strengths and
jobs that fit well
M-strengths and
summary for
writing
college and
of essays and reports
extrinsic and intrinsic cues for
grammar and syntax in
by hand
keyboarding
key points on
of paragraphs
point of
resources for
school accommodations for

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