Updated: Apr 20
I was not assessed as being dyslexic until I was 20 years old, whilst studying at university when my lecturer pulled me aside after reading my assignment and seeing signs of someone who had a learning difficulty and needing support.
THE BEGINNING OF THE END
I felt slightly embarrassed, do not get it twisted I had big ideas and concepts and such a creative mind, I had so much to say and so much I wanted to do. However deep down I didn't feel smart, creative or intelligent because I struggled so hard with planning and structuring essays, spellings, not to mention NUMBERS.
I had a hard time believing that "me, Kelleigh, the stupid girl that cant spell made it to university" this way of thinking of myself was a result of over a decade of being told, that I was dumb, stupid or thick because I could not understand or complete simple a task.
As a mini Kelleigh I would cover up the fact that struggled and got into so much trouble at school in order to get out doing task..."Kelleigh can you please read the next chapter to the class"...The swear words that would come to my mind, the panic that would rip through my chest would almost suffocate me with fear, so instead of reading I would disrupt the class get into trouble. So that I would get sent out the lesson, RESULT I used to think.
Soooooo day of my assessment arrives, I am so nervous and the test are really hard. I sit looking at these simple looking task, mixture of numbers, texts, puzzles, spellings ect.
Some I find great like puzzles I love a good puzzle! ohhhh wait....here comes the math and spellings, I tore my hair out and cried though the rest of the assessment I just could not do many of the tasks.
Once the test was over and I got feed back from the psychologist-It was this day I was told I was not stupid and an explanation as to why I find many things challenging. I understood that my brains works in a different way and I Learning in a different way- BUT BY NO MEANS WAS I STUPID! What was even better was that I was given support, skills and understanding by those around me.
Now as the founder of Life Essence and Support, let me tell you that- God will use your weakness to your strengths because it is through God that I have been able to create and build multiple websites and an APP. I have been able to create and write blogs, recored and edit blogs and podcast.
Can I get an AMEN?! CLAP CLAP CLAP!
2 Corinthians 12:7-10 New International Version (NIV)
7 or because of these surpassingly great revelations. Therefore, in order to keep me from becoming conceited, I was given a thorn in my flesh, a messenger of Satan, to torment me. 8 Three times I pleaded with the Lord to take it away from me. 9 But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly about my weaknesses, so that Christ’s power may rest on me. 10 That is why, for Christ’s sake, I delight in weaknesses, in insults, in hardships, in persecutions, in difficulties. For when I am weak, then I am strong.
Here is a list of some names you might recognise who also have dyslexia
Henry Winkler, Actor. Steven Spielberg, Director. Mohammed Ali, World Heavyweight Campion Boxer. Anne Bancroft, Actress. Duncan Goodhew, Arctic Explorer. Magic Johnson, Basketball Hall of Famer. Bob May, Golfer. Albert Einstein Agatha Christie Elizabeth Daniels Squire F. Scott Fitzgerald Fannie Flagg
What is Dyslexia
Dyslexia is a "specific learning difficulty", which means it causes problems with certain abilities used for learning, such as reading and writing. Unlike a learning disability, intelligence isn't affected.
Dyslexia is lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.
What are the Signs of Dyslexia
A preschool child may:
have a history of delays in speaking, making sentences or pronouncing words correctly.
have a history of ‘glue ear’ or similar early childhood difficulties.
find it hard to remember the names of familiar objects, e.g. spoon, cup.
have difficulty learning nursery rhymes.
have other members of the family with similar difficulties
A primary school age child may:
have particular difficulty learning to read, write and spell.
have difficulty remembering sequences such as the alphabet and months of the year.
have difficulty telling left from right.
have difficulty copying accurately from board or textbook.
have difficulty remembering and following oral instructions.
have persistent and continued reversing of letters and figures, e.g. ’15’ for 51, ‘b’ for d.
take longer than average over written work.
experience lack of self-confidence and increasing frustration.
in other ways be a bright and alert child.
a tendency to read inaccurately and without adequate comprehension.
difficulty with planning and writing essays.
difficulty getting started and completing work.
a tendency to get ‘tied up’ using long words, e.g. preliminary, philosophical.
a tendency to confuse verbal instructions, places, times and dates.
greater difficulty in learning a foreign language.
frustration which has led to behavioral or emotional difficulties.
dis-organised at home and school.
In addition to earlier characteristics, some of which may still persist, the following are indicators of dyslexia in an adult:
difficulty with map reading.
difficulty filling in forms and writing reports.
tendency to miss and confuse appointment times.
concerns about training or promotion.
difficulty structuring work schedules.
low opinion of capabilities.
constantly loses and forgets items and information.
If you would like more information or need support check out this simple site