Open AccessDyslexia: the relationship between the learning disorder and increased creativity
Author(s) -
Letícia Giancoli Jabour,
Luiza Cunha Martins,
Caroline Oliveira Silva,
Isabella Boa Sorte Costa,
Deivson Mendes Macedo,
Ana Laura Maciel Almeida
Publication year - 2021
Language(s) - English
Resource type - Conference proceedings
DOI - 10.5327/1516-3180.526
Subject(s) - dyslexia , fluency , creativity , originality , psychology , cognitive psychology , clarity , learning disability , inclusion (mineral) , developmental psychology , reading (process) , social psychology , linguistics , mathematics education , philosophy , biochemistry , chemistry
Background: The relationship between dyslexia and increased creativity scores has been studied since 1981, when possible causes were given: compensation as alternative mechanism to the area of disability or the deficit working as an organising element of the subject’s interest through higher focus. However, literature shows a lack of clarity thereof. Objective: To review recent studies relating dyslexia and increased creative potential. Methods: Descriptors “Dyslexia” and “Creativity” were searched on PubMed and VHL. Clinical trials and cohorts were filtered, totaling 33 articles; 20 were excluded for evading the topic and 7 for not meeting the research purposes. Parameters that measure creativity were analyzed. Results: Studies point to higher creativity scores in dyslexics, compared to non-dyslexics. Aspects of creativity such as fluency, flexibility, originality and elaboration were superior in dyslexics. Greater detail was found in design tasks performed by dyslexic children. A recent study found children with dyslexia performed better and quicker in the production of original figures. It is believed that artistic talents seen in many dyslexic subjects result from the delay in the development of language in the dominant hemisphere, originating an ‘inhibition’ in the parietal lobe on the opposite side to develop creative productions and artistic talents. Conclusion: That there is scientific substrate to suggest better creative performance of dyslexic people, compared to non-dyslexics. It also provides bases for the social and educational inclusion of people with learning disorders. This should happen not through the imposition of traditional, established certainties, but through working with these subjects’ potentialities.