Inner to Outer

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Thursday, October 16, 2014

Whoopi Goldberg a Dyslexic Inspiration

Whoopi Goldberg a Dyslexic Inspiration

Whoopi Goldberg a Dyslexic Inspiration

Dyslexia language processing disorder. Dyslexic children and adults can become avid and enthusiastic readers when given learning tools that fit their creative learning style.
Dyslexia is a lifetime challenge that about 15 percent of American people are born. Dyslexia is also a language processing disorder hampering reading, writing, spelling and even speaking. However, Dyslexia is by no means a sign of low IQ and laziness.

Whoopi Goldberg is an Academy Award-winning actress, comedian, author, and television personality.  She is one of the only ten people to win an Emmy, a Grammy, an Oscar, and a Tony Award; and is the first woman to be honored with the prestigious Mark Twain Prize for American Humor.  With her unique sense of humor on "The View", it’s hard to imagine that this successful strong woman was once labeled and bullied with the words “dumb” and “stupid”.

Whoopi Goldberg dropped out of high school, became addicted to drugs, married her drug counselor, and had a child all before she turned 20. Her mother always told her that she could be anything she wanted.  “I knew I wasn’t stupid, and I knew I wasn’t dumb. Goldberg believed her mother and said she knew she was not “slow and her dream of becoming an actress kept her from giving up during difficult years of her life. Goldberg would not be diagnosed with dyslexia until years later.

Other Notable successful dyslexics:
1.  Business Person Charles Schwab
2.  Comedian Jay Leno
3.  Nobel Prize Winning Scientist Carol Greider, Ph.D.
4.  Politician Carol Moseley Braun
5.  Author Octavia Butler

Whoopi Goldberg a Dyslexic Inspiration
Whoopi Goldberg a Dyslexic Inspiration

Most dyslexics will exhibit about 10 of the following traits and behaviors. 

Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.

Labelled lazy, dumb, careless, immature, not trying hard enough, or has a behavior problem.

Isn’t “behind enough” or “bad enough” to be helped in the school setting.
High in IQ, yet may not test well academically; tests well orally, but not written.

Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.

Talented in art, drama, music, sports, mechanics, storytelling, sales, business, designing, building, or engineering.

Seems to “Zone out” or daydream often; gets lost easily or loses track of time.

Difficulty sustaining attention; seems “hyper” or “daydreamer.”
Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading, and Spelling

Complains of dizziness, headaches or stomach aches while reading.

Confused by letters, numbers, words, sequences, or verbal explanations.

Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.

Complains of feeling or seeing non-existent movement while reading, writing, or copying.

Seems to have difficulty with vision, yet eye exams don’t reveal a problem.

Extremely keen sighted and observant, or lacks depth perception and peripheral vision.

Reads and rereads with little comprehension.

Spells phonetically and inconsistently.

Hearing and Speech

Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.

Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills

Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.

Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.

Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management

Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.

Computing math shows dependence on finger counting and other tricks; knows answers, but can’t do it on paper.

Can count, but has difficulty counting objects and dealing with money.

Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and Cognition

Excellent long-term memory for experiences, locations, and faces.

Poor memory for sequences, facts and information that has not been experienced.

Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behavior, Health, Development and Personality

Extremely disorderly or compulsively orderly.

Can be class clown, trouble-maker, or too quiet.

Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
Prone to ear infections; sensitive to foods, additives, and chemical products.

Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
Unusually high or low tolerance for pain.

Strong sense of justice; emotionally sensitive; strives for perfection.
Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

Davis, Ronald Dell. (1992)  37 Common Characteristics of Dyslexia. Retrieved June 17, 2018 from Davis Dyslexia Association International. Dyslexia the Gift website:

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