Understanding dyslexia - 3 Learning through episodes and events

Stories are a powerful tool for engaging dyslexic learners, as they naturally organise information into memorable episodes and events. By using narratives, educators can make complex concepts more relatable and easier to understand, fostering a deeper connection with the material. But why are stories so effective in enhancing learning and retention? Let’s explore the cognitive processes at work here, and discover how storytelling can transform educational experiences.

Table 3 How the memory responds to events

1.	Long-term memory contains two categories. The first is implicit unconscious memory, for facts as abstract and impersonal data. This is linked with procedural memory, allowing for routine or common tasks to be performed automatically (e.g. tying shoelaces, riding a bike, or driving a car). The other main type of long-term memory is explicit conscious memory, for facts about the world, episodic experiences, concepts. This is linked with semantic memory (specific memories of, for example, individual words, objects, and people).
2.	Episodic experiences are stored in episodic memory. This is the memory of stories, events and episodes attached to a place with a sequence in time, enhanced by emotion, or the feeling attached to the memory. The difference between episodic memory and semantic memory is time. People with dyslexia tend to use episodic thinking more than neurotypical individuals, so thinking in stories, using descriptions and sensory imagery can greatly enhance their learning. Dyslexic people store the contents of their episodic memory (experiences, events, observations) in a multisensory way, using visual, auditory, and tactile cues. They make more individual memories which they keep separate, rather than the more usual trait of blending memories to form a general memory of similar events. This makes dyslexic people very good at seeing connections and similarities (Eide and Eide, 2023).
3.	Dyslexic minds can also absorb the experiences of others, and use this ability to blend with their own experiences. These integrated results can be used for future predictions, planning, and creating. This can contribute to making them very good problem-solvers. They can also show solutions to others through their creative and/or visual abilities (Eide and Eide, 2023).

In Week 4, you were introduced to three case studies: Amaka, Ben, and Chandru. Their stories hopefully gave you some insight into their individual challenges. But how well do you remember the details? Let’s put your memory to a quick test (don’t peek back!).

Activity 1 Memory test

Allow about 10 minutes

Amaka

1. What subject is Amaka studying at university?

2. What did Amaka enjoy doing as a child that sparked her interest in ancient civilisations?

3. What challenges did Amaka face in school?

4. What kind of assistive technology does Amaka use to help with her studies at university?

5. Why does Amaka often feel isolated at university?

Ben

1. What is Ben studying for his apprenticeship?

2. Which childhood activity did Ben enjoy that helped develop his practical skills?

3. How does Ben prefer to learn new things as an adult?

4. Which sport-related activity does Ben find helpful in curbing his distractibility?

5. What is one of Ben’s main challenges with his apprenticeship coursework?

Chandru

1. What degree is Chandru currently pursuing?

2. What job did Chandru take before starting his university studies?

3. Which academic skills did Chandru improve during his Foundation Pathway year?

4. Which technique does Chandru use to help organise his thoughts and ideas in his engineering course?

5. What kind of assistive technology does Chandru find particularly valuable for his studies?

Week 4 was just last week, right? You might still have found it hard to remember every answer. It’s surprising how quickly we can forget details, even if we learned them very recently. But don’t worry, it’s completely normal! The fact is that separated, episodic memories can create challenges with procedural learning, or automaticity, on which much mainstream teaching and learning is based. Procedural learning needs more teaching, more repetition and takes longer to embed, the skills can be forgotten if not regularly practiced, and it relies heavily on rules and generalisations. This style of learning usually takes longer for people with dyslexia to absorb – they can have a fundamental difference in learning processes and need relevant strategies to adapt their learning. If their dyslexia has not been recognised at school (or as a child), this difference can lead to lifelong difficulties and engender low confidence in one’s learning ability. For instance, lists of facts, multiple choice tests and rote learning are not good for dyslexic learners. Multiple choice tests are hard in general because they use generalisations and lack context. Many dyslexic learners use context to gain meaning from reading when they cannot recognise or understand the words.

Much academic study is based on 2D teaching and learning, whereas many dyslexic learners tend to use and excel at 3D visuo-spatial thinking. Building on their strength in 3D visuo-spatial thinking, learning can be enhanced by incorporating authentic, real objects and places into the educational experience. Let’s look at this technique a bit more closely.