ABSTRACT
In this chapter, in a case study observation, the research participants share their visually led methods of creating illustrative symbols and use of color in interacting with the images arising from the text. The first Action Research (Cycle One) is embarked on, involving the anchoring of the text through an aurally received rendition of a Shakespeare sonnet and drawing a response. Teaching Strategy One is trialed and its outcome discussed. Theories about areas of the brain activated in reading and right brain hemisphere reliance of those with dyslexia reported in scientific trials are presented. Links with Michael Chekhov’s Psychological Gesture, embedded in and through the drawings when taken into physical performance, are recognized. These theories and the practice validate this visually led method as a viable teaching strategy for those with dyslexia.
