Examples of patterns of dyslexia in four different people
. ‘You don’t hear what is said, you hear something else’. This pattern causes sounds to be distorted in the ear.
. A pattern contains sounds and noises and the way in which they are perceived. This causes sounds and noises to be perceived in a distorted way.
. You can’t read.
. Not being able to distinguish letters, he perceives a group of letters as one block. He can’t clearly perceive the outlines of a separate letter. For example, the difference between ‘m’ and ‘n’, ‘b’ and ‘p’, ‘o’ and ‘a’ is difficult to see.
. If he wants to read a letter, it’s as if there is a barrier on his forehead, so that the information can’t get through to the brain. The process of taking in information stops at the forehead.
. ‘You can’t see letters’. This activates a pattern in connection with the functioning of the brain whereby the letter he thinks he is reading is retrieved from the brain. This letter is stored as chemical data. This reacts with substances so that the letter is distorted. The information retrieved becomes something unfamiliar and creates an additional confusion, so that a totally different letter is read or written. When this happens for various subsequent letters, we get bizarre words.
. He doesn’t see the space between the words. Consequently he will link up the words. He loses words, he simple doesn’t see them. For example, he sees the first and the third word from a series of three words. He doesn’t see the second. This pattern isn’t in the form of a concept, like for example ‘you don’t see spaces between words’, nor in the form of an image. However, when I sense the pattern, I do know the meaning of the contents.
. An inclination to make two letters into one whole, for example ‘kk’ in ‘bookkeeper’ becomes ‘k’, ‘nn’ in ‘nanny’ becomes ‘n’.
. You can’t write letters.
. ‘You can’t write’. This activates another pattern: the letters are not visible, the eyes don’t see how the letters are written. There is a signal from the brain that influences the movement of the hand during writing, so that a wrong letter is written.
. You may not see letters (the letters can be vaguely perceived).
. The letters belong together; everything is one block, there is no separation.
. You may not see a word. A word can only be perceived vaguely or isn’t visible, not seeing a word that is there, skipping it.
. When seeing a letter or a word, a signal is sent to the brain so that the eyes are influenced and perceive vaguely or perceive something else.
. ‘You make mistakes, you can’t write without mistakes, there are always mistakes’. This activates a pattern regarding the functioning of the brain that causes retrieved data from the brain to react with the substance, so that the data is distorted and a mistake is written.
. ‘Insecurity when reading or writing. A doubt crops up when reading or writing. Not being sure of the letters or the words. No longer knowing how something is written’. This activates a pattern regarding the functioning of the brain that causes the brain functions to stop when retrieving data, so that no information can be retrieved from the brain, so that he can’t know.
. The letters dance, the eyes don’t see. This activates a pattern that causes a signal to be sent to the brain, so that the eyes don’t perceive perfectly.
. A mistake occurs during the conversion of a letter into chemical data in the brain. Distorted data are stored in the brain when learning about letters and words and the structure of language.
. ‘You can’t remember words, you can’t remember spelling’. This causes information to be lost in the brain.
. ‘You can’t form words’. This causes an absence of feeling for language and it prevents an automatism from coming after the rules concerning the construction of words have been learnt for some time.
. You can’t distinguish letters (in a word), you see one whole.
. Everything is one block.
. Not being able to see a sharp outline. Not being able to perceive a letter in a clearly defined way, perceiving vaguely.
. The eyes don’t see, the eyes can’t distinguish.
. You can’t read, you can’t see, you can’t write.
. You can’t read, you don’t see the letters, it happens in a stumbling way. You skip parts, you don’t see the words.
. The letters stand close together, you can’t see the difference between them.
. Not being able to see a word, not being able to see a text. When she sees a text, then she doesn’t see some words and she sees other words instead of the ones that are there. The text is formed in the brain, the signal picked up by the eyes is formed in the brain, so that she sees something else.
. You may not be able to read, you have to be stupid, you may not read.
. When she has read a sentence, then she immediately forgets it, and she rereads the sentence.
. Not being able to distinguish words (or a sequence of letters), like for example, the word ‘block’ is seen by her as ‘bolck’.
. Not wanting to make an effort when the level of reading becomes more difficult (for example, she skips difficult words).
. ‘You can’t remember’. This prevents her from knowing the words she reads and then she just reads something at random.
. The brain can’t follow anymore. When a text is read, a signal is given to the brain as a result of which the brain functioning is briefly interrupted.
. When processing information in connection with language, a wrong chemical process in the brain starts so that data are converted into chemical compounds in a wrong way.
. Misinterpreting a letter. When seeing a letter, a signal is sent to the brain, as a result of which the formula of the chemical encoding of the letter is changed, so that another letter is perceived.
. The brain processes for converting data into chemicals are functioning randomly and don’t follow a fixed formula, so that mistakes occur.
. Not being able to remember a word. She keeps the word in mind and when she starts to write, she has forgotten the word.
. You can’t write, you can’t form letters. This activates a pattern that blocks the motor system of the hands so that she starts to write slowly and consequently loses words, because the writing can’t keep up with the thinking.
. There is a space of time between hearing and writing. In this space of time, the sound is changed in the brain, so that she writes something else or some letters aren’t heard correctly, hence writing wrong.
. You don’t know how you write something, therefore you just write something. You don’t think, you can’t think. You act on impulse, you just write something at random.
. When she reads something, there is a signal from the brain to the eyes, so that the view is interrupted for a moment, and she perceives another letter than the one that is there. The eyes perceive a letter in a distorted way.
. Hastily, quickly, quickly. Thinking too little before she writes something down, writing something at random as a result of which there are mistakes.
. You can’t learn a language, you can’t master a language.
. You may not know letters, you may not be able to write.
. You don’t have an insight in a language, you can’t remember spelling rules.
. Not being able to think when writing. The brain processes that normally occur when reasoning about language, stop.
. ‘You may not write’ combined with a signal to the brain as a result of which the processes for retrieving data are temporarily interrupted.
. When she sees or has to write a letter, then a signal is sent to a wrong location in the brain (where another letter is stored) so that wrong data is retrieved.
. Not being able to remember words, not being able to remember the sequence of words. A wrong formula of how letters are interconnected is stored in the brain (according to the rules of a language).
. Not being able to assess words correctly. Misunderstanding words, turning words around, hearing different words.
. Words in the sentences get lost. Words that don’t succeed are linked together so that a word in between is omitted.
. You can’t understand the words (i.e. difficult words).
. Not being able to understand special sounds (əɪ, ʊ, ɑʊ, …) sχ, χ, … or hear them correctly and therefore turning them into another sound or another spelling, namely writing them as you hear them.
. When a sound is heard, then it is looked up in the brain, but when it isn’t found, another sound is used.
. Not knowing what to do with long words. Not being able to overlook the whole and therefore splitting up compulsively. Not being able to understand a long word, not being able to understand too many letters linked together. Hence, a word has to be split up.
. When she sees or hears a word: doubting the meaning, not being able to place it immediately, and not being able to write it as a result.
. Not knowing how she has to write something, not being able to remember how she has to write something. This activates a pattern in connection with the functioning of the brain: the brain functions are interrupted briefly when retrieving data, as a result of which the information retrieved gets lost once more (she has forgotten once again) and hence she writes something different. Or there is a mistake when addressing the location of a word and another word is retrieved from the brain.
. ‘You can’t remember’, activates a pattern in connection with the functioning of the brain that prevents letters, words and spelling rules from being stored in the brain. The brain processes are briefly interrupted so that the information doesn’t get lost.
. Data are normally converted into chemical information and these chemical compounds react with other chemicals and the end product is stored in the brain. A pattern causes the data to be converted into a wrong chemical form and hence these substances react with wrong chemical compounds for storage so that they are stored at a wrong location. When a word has to be remembered once again, then the word can’t be found anymore because it is stored at a wrong location. Therefore words aren’t recognized when reading and she doesn’t know how to write words either, because she doesn’t remember. It’s as if it’s a new word and then she just writes something at random.
. The letters are linked together. There is no distinction between two or more letters. The letters are perceived as one block. The letters aren’t perceived separately.
. You can’t see.
. The letters dance.
. A pattern clouds the eyes: the eyes can’t perceive some letters sharply. There is a signal in the brain that causes the electrical signaling to the eyes by the nervous system to pass in thrusts, so that the letters are otherwise perceived differently, since the eyes don’t perceive continuously, but with very small pauses. Hence it’s difficult to distinguish letters that look alike.
. There is a catch in the eyes when writing (the transmission once again happens in thrusts, with interruptions) and in the motor system: the muscles of the hand are blocked and contorted, hence writing slowly and with difficulty due to an altered functioning of the brain.
. When writing, he can no longer see the letters that have already been written correctly due to the catch in the eyes. The letters that have already been written, become one block, so that he can’t trust this to write the next letters. He can’t perceive clearly what he has already written.
. The knowledge of the form of the letters comes through from the brain too slowly: the brain slows down during the process of retrieving information from the brain, so that he writes more slowly.
. Yet another memory blockage: the letters don’t emerge from the brain during writing. Hence doubting very much about the right letters.
. A pattern makes him lose parts of what is dictated: he doesn’t hear some parts. He thinks he has already written parts that are not there yet. He hears things that aren’t there, so that he writes things that aren’t dictated (this information is stored in the form of image in the pattern, not in concept form).
. You have to write mistakes.
. ‘It’s not like this, it’s different’. This makes him doubt about the spelling of a letter when writing.
. He has to deform the letters, he has to write another letter than the one it has to be (pattern in the form of an image).
. He can’t see the whole (pattern in the form of an image).
. He can’t remember. He can’t remember the spelling of a word. He can’t remember the rules of spelling. It confuses him. He can’t think logically with regard to the rules of a language. Hence he writes things as he hears them.
. When he has to remember or apply the rules, there is a very unpleasant feeling in his head and his thinking blocks. He simply writes what he hears in order to escape this.
. ‘You can’t write’ activates a pattern that blocks the brain when reasoning when he writes. The brain processes that normally take place when reasoning (retrieving and comparing data very quickly), are blocked.
Person 4: Patterns of dyslexia combined with poor language abilities.
. Letters belong together, letters are one whole. An image of letters that flow into one another. (This pattern will cause letters to flow into each other when looking at it, so that it’s difficult to perceive the separate letters of a word).
. A pattern with an image of a horizontal beam. This beam has to represent a collection of letters (a word), but the individual letters can’t be distinguished.
. ‘You can’t see’. It’s fixed in the pattern that it’s about letters that have become faint. The outlining of a letter has become faint as a result, so that the form of a letter is difficult to distinguish.
. The letters dance, you can’t see the letters.
. ‘You don’t write’ and the joint of the wrist going tense, so that it’s difficult to form letters.
. ‘You can’t understand’. It’s about writing, the writing of a language. ‘You can’t understand how the letters belong together’.
. A pattern with the formula of a chemical. This chemical has to do with the storage of letters in the brain. There is another variation of the chemical according to the kind of letter, so that it is stored at another address in the brain according to the kind of letter. The variant of the chemical isn’t present for some letters, so that some letters are understood with great difficulty.
. An image of a sentence that consists of separate parts (words). There is confusion about the words and how they belong together. Hence, he will split up the words the wrong way or link them the wrong way, or add or omit words.
. The letters of a words are not clearly visible, hence letters at the end and in the middle of a word are omitted or added, it is difficult to perceive whether there is an ‘i’, ‘ɪ’ of ‘ɛ’, or, for example, he doesn’t see whether there is a single or a double ‘n’ or ‘d’ or whatever, and whether there is an ‘e’ or ‘a’ or whatever at the end of the word.
. There is confusion about difficult combinations of letters. He can’t understand this, like for example, the sound ‘χt’. So, he’ll write a sound he doesn’t understand in the way he hears it. For example, he can’t understand the sound ‘əɪ’, and he’ll write something else.
. There is confusion about difficult combinations of parts of words. He has difficulty distinguishing between the separate parts, like for example ‘responsible’. So, he’ll write: ‘resonsile’.
. ‘You can’t learn a language’. Knowledge with regard to language is very poorly stored in the brain. Hence when having to remember language (when reading and writing), the knowledge isn’t an automatism and he has to think hard how to read and write time and again.
. When he sees or hears a word (for example in a dictation), it’s not immediately clear how he has to read or write this word. He has to analyze the word letter by letter, he has to think about it. Little or no knowledge of words and combinations of letters is stored in his brain (and in the energies around him). He has to analyze a word letter by letter time and again.
. You can’t understand the rules of a language. Hence writing something at random.
. You can’t learn a language, you don’t know how to write. Together with this, there is a feeling of confusion.
. In the same way he doesn’t see all the parts of a word, he doesn’t hear all parts of a word either. For example, he doesn’t see the ending, therefore he will write the word wrong.
. He can in fact understand the rules about the endings of verbs in Dutch (the dt-rule), but he has difficulty applying it because he has difficulty perceiving whether a ‘d’ or a ‘t’ or a ‘dt’ has been written.
. There is confusion about letters, there is confusion about words, there is confusion about language. There isn’t any feeling for language, for how a language is put together, both with regard to vocabulary and to grammar. Language is something confusing. He can’t understand the rules or the context of a language.
. ‘You can’t remember’. This is about difficult combinations of letters.
. ‘You can’t understand language’ and the rules concerning language aren’t or are insufficiently stored in the brain. The normal processes for storage are blocked.
. You can’t understand the words in the context of a language (= grammar). And a feeling of confusion, not knowing how it has to be done.
. Confusion about words. He can’t understand the structure of a word, he can’t understand the formation of words. Therefore he will write something at random.
. You can’t recognize words.