As a first-year peer tutor at the Writing Center, I have realized how diverse each writer is and how different their needs can be. I have come to appreciate each writer and their perspectives. Consequently, I continuously look for different ways to improve myself, as a tutor, to help a variety of writers. One area that stood out to me was the unique challenge that writers who have dyslexia face when it comes to writing and going to the Writing Center.
I was first interested in learning more about writers with disabilities because I believed it was important to have some knowledge about disabilities and how to respond to them as peer tutors. However, it wasn’t until after I had an appointment with a writer who had dyslexia that I realized the importance of having strategies that could aid writers with disabilities. I also realized I was poorly educated about disabilities like dyslexia. Unfortunately, at the time, I wasn’t able to help this writer to the degree that I hoped I could. This led me to research more about different disabilities and how I could improve myself and implement different strategies to help writers.
Understanding Dyslexia
My first step was to educate myself on what dyslexia is. According to Oxford Learning in 2024, “Dyslexia is a neurobiological condition affecting how the brain processes written language. It is not a result of laziness or lack of intelligence but a specific difficulty in recognizing and decoding words. Individuals with dyslexia may experience reading, spelling, and writing challenges, which can impact their academic and professional lives.” It is important to understand that dyslexia is not a one-size-fits-all condition. Dyslexia varies and manifests differently in every individual.
Studies suggest that as many as 20% of people in the United States have dyslexia, which accounts for up to 90% of learning disabilities (Sohn, 2024). Understanding that dyslexia makes up a large population of people who have learning disabilities, in general, emphasizes the importance of peer tutors being educated and prepared to assist writers who are looking for the Writing Centers help.
Dyslexia has a substantial impact on mental health. For example, a study published in the Annals of Dyslexia recorded that social anxiety, for one, was more prevalent in fifth-grade students who had literacy struggles in the second and third grades, compared with peers who didn’t have the same challenges early on. Self-esteem is important for dyslexic writers. Although the article discusses how self-esteem is detrimental throughout childhood, it is equally important when going into adulthood. As a tutor, this means praising and encouraging writers on their works and being understanding throughout appointments.
Misconceptions about Dyslexia
A 2023 review of 16 studies that considered the psychological and academic outcomes for students with learning disabilities, including dyslexia, found that stereotypes and stigma contribute to such negative outcomes. It also found that stigma comes from the label that characterizes a person as “different,” which can play out in many ways. For example, in school settings, a teacher separating a student or setting lower expectations from them because of their visibility plays a role in fostering a negative stigma surrounding disabilities (Sohn, 2024).
According to the Yale Center for Dyslexia and Creativity, a common misconception of dyslexia is the idea that people with dyslexia see letters backward. This is a myth that has persisted and is one that I have previously believed. There is a belief that there is a significant difference between a child’s cognitive and reading abilities to diagnose dyslexia, which has been proven to be false yet still has persisted.
Additionally, Rachel Babcock, who wrote Disabilities in the Writing Center, describes the misconception surrounding dyslexia found in the Writing Center. She describes most tutors’ misconceptions came from media that portrayed the stereotypical person with dyslexia. This included letters and numbers moving around when reading. This article proves to be beneficial when analyzing tutors’ beliefs when it comes to certain disabilities. The misconceptions that we need to be addressed. Additionally, discussions surrounding a need to be educated on disabilities in necessary to foster an inclusive Writing Center for every student at DePaul.
Strategies for Peer Tutors
Something important to note is that many writers with disabilities already have developed strategies to help themselves with their work. However, having strategies in case you hit a roadblock during an appointment can be useful for tutors. After reviewing the research, I compiled strategies that peer tutors can use. Those of which include:
Maintain an open mind:
Maintaining an open mind is vital to every appointment with a writer. However, with writers who have dyslexia, it is important to understand that disclosing their disability is a personal and individual decision. This means a tutor should not assume or ask about potential disabilities. This can damage rapport and cross boundaries. (Murphy, 2020).
Ask writers questions during appointments:
Asking questions during an appointment is a strategy that most peer tutors use. However, incorporating listening strategies during appointments that aim to understand a writer rather than simply respond proves to be useful. Some questions that you can use include:
- Where would you most prefer to work in the Writing Center?
- Are there any tools or technologies that you use while writing?
- Would you prefer that you or I read the paper?
- Are there any strategies or specific ways that you learn best?
Asking writers questions about what works for them and what they need from you is a starting point that allows writers to know that you are there to help them. (Babcock, 2015).
Approach appointments with a strength-based mindset:
Using a strengths-based approach prompts a more positive view of the students and their potential. By strength-based approach, I mean uplifting writers based on the skills and abilities that they are doing well, rather than focusing on the mistakes they are making. Once again, this means using what the writers are best at to encourage writers. This relates to different kinds of learning that writers with dyslexia may feel more comfortable with. This highlights their strengths instead of looking down on whatever “weakness” they have because they don’t read traditionally. (Millacci, 2024).
Develop and use multiliterate practices:
Multiliteracy is a modern approach to literacy that encompasses the understanding of all types of visual and printed text as well as textual connection including audio, spatial, and gestural.
This includes allowing writers to choose the font for their text. For example, if you are reading an assignment together and the writer is having trouble understanding, you could recommend copying and pasting the assignment instructions into a document and changing the font. Another way is using OpenDyslexic, a program, which changes the font of an assignment to one that is easily understood by many people who have dyslexia.
Another tip is to avoid writing things down by hand. Handwritten works can be difficult for many readers to understand. A writer may prefer to use a tape recorder, or writers may choose to record sessions on their phones. This can be beneficial because it allows writers to go back and listen to review what was discussed in the appointment.
Reading out loud is a good practice to incorporate. It is important to ask whether students prefer a tutor or themselves to read a paper. This is something we already do at the writing center! Another tip is to incorporate text-to-speech software. This can be valuable to anyone with reading difficulties or who prefers to process content aurally. Platforms that read documents aloud increase reading accuracy in people with dyslexia.
Inclusivity in the Writing Center
Incorporating strategies that target students and writers with disabilities will help foster a more inclusive writing center. It lets the students at DePaul know that the Writing Center cares about the needs of students with disabilities and wants to actively support them. All the strategies listed previously were meant to maintain a focus on students who have dyslexia and have disclosed this. The reality is that there are going to be many student who choose not to disclose their disabilities, for whatever reason. Being able to incorporate and implement strategies that can help every student who comes to the writing center is essential to making sure that the writing center is inclusive to everyone who seeks our help.
Staying educated on different disabilities is an important task that every tutor should do at the Writing Center. It is important that as tutors, we create a Writing Center where all students feel welcomed and understood. My goal is to create awareness and contribute to a writing center environment where all students feel encouraged to succeed.
References
- American Psychological Association. (2024, September). Untangling dyslexia myths and misconceptions. Monitor on Psychology. https://www.apa.org/monitor/2024/09/dyslexia-myths
- Babcock, R. (2015). Disabilities in the Writing Center. Praxis. http://www.praxisuwc.com/babcock-131
- Murphy, S. (2020, September 10). Dyslexia in the writing center: Multimodal strategies. The Peer Review. https://thepeerreview-iwca.org/issues/issue-4-0/dyslexia-in-the-writing-center-multimodal-strategies/
- Orr, D. (2024, January 19). Students with dyslexia: Strategies and techniques for Success. Oxford Learning. https://www.oxfordlearning.com/students-with-dyslexia-strategies-and-techniques-for-success/
- Tiffany Sauber Millacci, Ph. D. (2024, October 4). Learning disabilities: 9 types, symptoms & tests. PositivePsychology.com. https://positivepsychology.com/learning-disabilities/