ABSTRACT
School may have been challenging, but a new battle awaits us in the form of the higher intellectual demands associated with advanced study. Dyslexia mainly affects how the working memory receives and processes information. The brain’s right hemisphere is bigger and more active than non-dyslexic brains. In non-dyslexic brains, the left hemisphere/language-processing operations are more active and developed. The assessment criteria for BTECs are very similar, but more usefully differentiate the grade boundaries using key words such as ‘explain’, ‘analyse’ or ‘evaluate’/‘justify’, which more closely align with university-level marking criteria. In terms of writing and studying at university, owing to the dyslexic brain’s preference for visual material, the more the information can be received or transmitted visually, the better.
