We often start and end discussions about dyslexia by emphasizing how difficult reading can be. However, there is another aspect of this story that focuses not on failure but on how the dyslexic mind perceives, visualizes, and creates images.
The ability to make interconnected reasoning is often highlighted as a strength of the dyslexic mind in psychological and neuroscience articles. Interconnected reasoning involves recognizing links, analogies, and patterns among things that seem separate.
Unlike the strict rules of language, which can limit our thinking about problems, there are no rules for how we think. The dyslexic brain tends to see the "big picture" more naturally.
Firstly, recognizing patterns or rhythms in math while listening to music, or applying ecological laws when programming software.
Secondly, the dyslexic brain inherently understands the space between things, whether it's a blank space in art, an unanswered question in a story, or an unexpressed need in the market. The dyslexic mind shows that human intelligence isn't uniform; it operates like an ecosystem. When we stop measuring a mind solely by how quickly it can read and understand words, we create opportunities for it to develop new ideas from scratch. The notion of leverage isn't just about doing well on the existing path; it's about the ability to create a new one.
What a Brain With Dyslexia Can Teach Us.
Scientific research on mental imagery and dyslexia has its own unique history. Studies from the Kosslyn Laboratory at Harvard found that people with dyslexia often excel in global, holistic visual-spatial tasks. This led to a theory proposing that dyslexia represents a type of talent related to global visual-spatial skills. Essentially, the dyslexic mind does not lack ability; it processes the entire image at once.
This ability to visualize means that individuals can make use of images. Research conducted by Williams and Suggate, published in Imagination, Cognition and Personality in 2024, showed that how vividly people visualize things significantly affects their reading and understanding of stories. Many dyslexic individuals possess a strong imagination, even if they struggle with decoding written words. These two skills are distinct, and they do not always improve or decline together.
This finding suggests a clear path for classroom support. Studies show that children with developmental dyslexia have much stronger nonverbal creativity skills compared to their peers. A 2021 study in Research in Developmental Disabilities demonstrated that kids with dyslexia show higher nonverbal creativity skills, regardless of age, grade, IQ, or literacy abilities. Creative potential is separate from other skills. A student who cannot write a coherent paragraph may have richer, more intricate mental images than a fluent reader.
What does the research suggest we should do?
A study in 2025 in Language and Cognition examined the role of visual aids like photos and drawings to help people with cognitive and speech challenges understand written material. The findings are important for educators: instead of simply asking, "Should I include images in my text?" a better question is, "How should I do this, knowing that people process pictures and words differently?"
Research points to a broader view of supporting dyslexic students: creativity is not just a tool for addressing reading challenges but a unique mental strength that should be nurtured. Encourage dyslexic students to visualize before they read, let them draw or sketch before writing, and explain complex ideas through stories and metaphors. Their minds can connect with a story and understand it deeply.
There are significant risks beyond education. Many dyslexic children spend years believing they lack abilities in areas their minds are naturally suited for, as schools tend to focus on skills that are harder for them. Meanwhile, that same mind can create entire worlds, hold complex 3D images, and establish imaginative connections that others may not perceive.
As a parent or educator, your role is not just to close the reading gap. Instead, you should help reveal the full range of a learner's intelligence, including the creative abilities that continuously work within them.
References
Mental imagery and dyslexia: A deficit in processing multipart visual objects? | Kosslyn Laboratory. (2026). Harvard.edu. https://kosslynlab.fas.harvard.edu/publications/mental-imagery-and-dyslexia-deficit-processing-multipart-visual-objects
Williams, R., & Suggate, S. P. (2024). Latent profiles of visual imagery: Aphantasics, mid-range imagers, and hyperphantasics experience reading differently. Imagination, Cognition and Personality. https://doi.org/10.1177/02762366241279404
Lam, J. H. Y., & Tong, S. X. (2021). Drawing a new picture: Children with developmental dyslexia exhibit superior nonverbal creativity. Research in Developmental Disabilities, 116. https://doi.org/10.1016/j.ridd.2021.104036
González-Sordé, M., Soler-Vilageliu, O., Krejtz, K., & Krejtz, I. (2025). Visual support in easy language: The impact of images on comprehension, perceived difficulty and eye movements. Language and Cognition, 17. https://doi.org/10.1017/langcog.2025.10042
Thank you for reading!