You can help uncover the talents of individuals with dyslexia

Following Duval’s research in 2013 and 2018 asking the question, ‘Can entrepreneurial success be predicted?’; Fingerprint for Success (F4S) has been committed to researching performance, well-being, and human development in the future of work.

With the increasing levels of dyslexia diagnoses and neurodiverse individuals entering the workforce, F4S has asked the question, ‘Can dyslexia be a talent in the workplace?’.

• In the United States alone, it is estimated that more than 40 million people have dyslexia; yet only about 2 million have been diagnosed. This makes it the most common learning disability in the world. Dyslexia is a neurocognitive disorder characterized by impairments in accurate and/or fluent word reading, the DSM–5 further implicates poor spelling accuracy in its definition (APA, 2013) while the ICD–11 includes underdeveloped reading comprehension skills (WHO, 2020). Furthermore, to diagnose dyslexia, the ICD–11 specifies a cognitive discrepancy approach (i.e., significant differences between literacy skills and cognitive ability/abilities; WHO, 2020).
• Research speaks to a unique emotional experience stemming from living with this often misunderstood and stereotyped learning difference. Based on research covering a decade, we have come to learn that although the formal definition of dyslexia is about learning, the implications of having dyslexia affects these individuals in ways that are more far-reaching than the concept of learning.
• In their systematic review of the literature, de Beer et al. (2014) found that negative emotions from dyslexia were frequently voiced among the participants when reflecting upon their working lives. This finding is compelling, as persistent literacy issues, keeping a job, and mostly negative emotions about dyslexia were mentioned most often in this comprehensive work.
• Research supports the need for adults with dyslexia in working environments to seek to improve awareness of one's strengths, limitations, and learning styles. This can enable these individuals to obtain roles or work within cultures that complement their unique workstyle.
• McNulty (2003) notes that if adults with dyslexia could find the right career niche based upon their talents, they would be able to compensate for their literacy and organizational difficulties and go on to achieve success in the workplace. There are several examples of adults with dyslexia thriving in entrepreneurial environments. Perhaps the most famous of those being Einstein and in modern times, Sir Richard Branson.
• Adults with dyslexia have been noted to possess talents in areas such as empathy, good oral communication skills, creative- and problem-solving abilities, and proficiency in delegation (Logan, 2009). Additionally, entrepreneurs with dyslexia reported thinking differently and generating innovative solutions (Logan & Martin, 2012). A number of studies refer to the creative and problem-solving abilities of those with dyslexia (Galaburda, 1993; Reid & Kirk, 2001; West, 2009).

The call for greater research in the field of dyslexia is driven by the need to better understand and advise workplaces and professionals who have contact with adults with dyslexia, and how to best tap into the talents and opportunities unique to these individuals.