Dyslexic adults

Dyslexia is not a disease, hence it cannot be cured. A dyslexic child will also be dyslexic as an adult. Reading-writing or calculation difficulties will persist to a certain extent, but it depends on each dyslexic’s capacity to cope with them.

School failures do not disappear without trace. Dyslexic children, without the family’s support or specialized assistance, become adults with low self-esteem. Many of them develop a feeling of self-blaming, shame and a feeling of misfit due to learning failures. If they do not deal with frustrations, they become adults with low self-confidence, which will trigger various social relationship problems. They can become suspicious and hostile towards others, because they are afraid their problem will become known and they can manifest a permanent behavior of self-defense, often blaming the reading-writing problems. Many of them feel incapable at the workplace, despite the efforts made and they are afraid to be regarded as unfit by the employer and their colleagues.

The signs maintained in the adult life can make daily life more difficult for these people and can lead to tensions as to the surrounding environment, depending on the persons’ tolerance and acceptance level. The dyslexic adult’s self-esteem plays a key role in his/her life’s quality. Dealing with childhood frustrations, self-acceptance will help the dyslexic adult to develop psychical balance and the will to live. The existence of support groups for dyslexic adults would be of real help in managing issues.

At the same time, dyslexia also has a series of advantages: these people are usually more creative than others, they are inventive, easily find interesting solutions to various problems, approach problems as a whole and quickly identify unique solutions, having a visual thinking pattern. Some of them are talented painters, musicians; others have good thinking in space. Many artists, writers, politicians, inventors, scientists, actors or business people are dyslexic.

The dyslexic adult’s symptoms can be:

▪ Needs a lot of time to read a page from a book or a movie subtitling;

▪ Reads a long fragment from a book and does not remember what he/she read;

▪ Sometimes makes mistakes when reading: omits or confuses letters;

▪ Does not like reading aloud in front of others;

▪ Writing can be illegible or include spelling mistakes;

▪ Often confuses letters when writing;

▪ Has problems when taking notes or expressing thoughts in writing;

▪ Has difficulties in filling in forms;

▪ Has difficulties in learning foreign languages;

▪ Has difficulties when making mental calculations;

▪ Often confuses right and left;

▪ Has space orientation, map difficulties;

▪ Has weak temporal orientation, is often late;

▪ Is untidy, has organization and planning difficulties;

▪ Often fails to immediately understand what he/she hears;

▪ Finds it hard to follow discussions;

▪ Finds it hard to pronounce longer or unknown words;

▪ Has difficulties in expressing him-/herself, sometimes finds it hard to remember even simple words used on a daily basis;

▪ Short-time memory is weak, cannot remember messages, people’s names, new expressions or words;

▪ Confuses dates, hours, numbers ranges (e.g. dialing telephone numbers);

▪ Often forgets where he/she left things;

▪ Has days when he/she is unable to focus;

▪ Stress has a paralyzing effect on him/her.