Dear Parents and Teachers,
I am currently listening (on audible) to the book, "Quiet" by Susan Cain. In this book Susan talks about the extroversion of American culture and how it can be difficult to live in this environment when you are inherently introverted. It struck me while reading this book that decisively introverted as well as exuberantly extroverted dyslexic children experience their difficulties in school, possibly equally, but very differently. Additionally, it occurred to me how important it is that we address these difficulties with a child's temperament in mind.
An extroverted child is more likely to act out in class or to be misunderstood because of their verbal acuity but also, when given the right tools and support, more likely to advocate for themselves. When teachers see a child who is quite expressive with an advanced vocabulary, it can be hard for them to implement accommodations based on their idea that the child "really doesn't need them". The disparity in these children's verbal abilities versus what they produce on paper can cause teachers to question a child's work ethic, when in reality that is not at all the deficit. This lack of understanding can greatly affect the outcome of a child's academic work as well as their school experience. Outgoing dyslexic children are also likely to attempt to distract teachers from their deficits by acting out. These children don't have the internal fear of being center of attention and therefore would rather be known as the funny kid who gets in trouble than the "dumb" kid who doesn't know the answer. This can all be quite confusing to well meaning teachers who begin to believe that a child is lazy or ill-behaved versus in need of support.
An introverted dyslexic child is the student who keeps their head down and their mouth shut and struggles in silence. These children are the ones who are often late to be diagnosed and, even after a diagnosis, struggle more than their counterparts to advocate for their needs. Furthermore, according to Susan Cain's book, "Quiet", research proves that introverts are more likely to be agreeable in personality. If this is true, it is likely that introverted dyslexic children would rather themselves forgo the needed expanded explanation than bother, or frustrate, their parent or teacher by expressing their confusion. I personally relate to this child. My middle daughter is this child. She is more meek and, although she fully accepts her dyslexia, she does not want to make waves for her teacher or to be embarrassed to ask a question when it seems everyone else has moved on. The inaction of her educators (myself included sometimes) because of her quietness leaves her in the position she dreads most - one which makes her call attention to herself. When given a choice between attention seeking behavior, which could provide clarification and a good grade, or remaining safely in the dark, a dyslexic introvert will almost always choose to stay hidden. Making these introverted children responsible for consistently justifying their needs sets them up for feelings of inadequacy and failure. It is crucial we locate these children and, despite their inherent tendency to hide, provide them with the support and tools to learn how to ask their questions.
I am guilty, even in my intent focus on the subject of dyslexia and education, of paying attention to the noise in the wrong way and of not noticing the silence. It is imperative that we, as parents and teachers, pay attention to both displays of temperament and what they mean in terms of a child's needs. An extroverted dyslexic child needs us to see beyond the noise. To positively direct their vivacious nature by understanding and supporting their learning styles. An introverted dyslexic child is in need of strong and consistent external advocating and check in's. It is important to eventually teach these more mild mannered children to advocate for themselves, of course, but I believe one of the best way we can do that is to model this behavior for them when they are young. Understanding is an important key to breaking down barriers and children who learn differently are very often misunderstood. Taking a look at dyslexic children through the lens of temperament can be abundantly helpful in order to access their motivations and ultimately their potential.