ABSTRACT
This chapter presents the findings of the author’s research drawn from case studies and action research with the dyslexic acting student participants. Finding One includes the need to support working memory and processing difficulties, underpinned by current scientific research in cognitive psychology emphasizing problems with executive functioning, and prospective and retrospective memory in those with dyslexia. Finding Two includes an explanation for the construction of analogic texts comprised of kinesthetic actions or visual representations. Finding Three lists the various affordances utilized through the creation of Interpretive Mnemonics for those with dyslexia. Findings Four, Five, and Six are concerned with teaching methodologies, calling for authenticity in teaching and through teaching with humanistic principles. An example of the authenticity of self in a dyslexic participant’s work is described when working on Shakespeare’s text, established through performance and overcoming her dyslexia challenges. Teaching Strategy Six is offered, which combines a study of Shakespeare’s sonnets with the VARK learning styles framework. There is a description of the strategy’s trial in student performance, focusing on a multisensory emphasis extrapolated from the text, linked with learning styles. Suggested improvements for teaching of the strategy are outlined, with recommendations for further student-led research and teaching in supporting neurodiversity and dyslexia.
