ABSTRACT
In this chapter, three participants’ contrasting creations of a visual analogue of the written text are presented, revealing their individual methods as successful compensatory strategies in circumventing their dyslexia. One participant’s exploitation of PowerPoint technology in embedding her images connected to the words is demonstrated to be efficacious in her acting of her Adrianna monologue from Comedy of Errors; another’s drawing of comic book genre narratives in capturing the thoughts of his Macbeth monologue is shown to more successfully liberate his thinking, accuracy of word, and acting than a choreographed physical storyboard. Another participant’s customizing of the words on her Cardenio text with symbols and colors to ‘bring them to life’ and enhance her articulation of the words, and additional drawings of the narrative of the text proved effective tools for developing performance and communication of the words. The analysis of the case studies was aligned with the theory, in particular ancient Roman ideas about mnemotechnics for memorizing ‘things and ideas’ and for ‘words’, and with contemporary psychology in explaining deep processing, schema theory, limitations of working memory, and enhancing the procedural learning system.
