The Complexity of Memory & Dyslexia

I’m learning a lot about memory these days.  As a first year Psychology student at the University of Arizona, I’m realizing there is so much that goes into what we remember, how we remember, where memories are stored, and how they are retrieved.  Even more, I’m learning a lot about myself and others with dyslexia.  When people think about dyslexia, I wonder if they focus only on the typical idea that we “see backwards” or that we generally have difficulties only in reading, spelling and writing.  A big component of dyslexia is its impact on memory.  Robert Frank, Ph.D., who has dyslexia and is the author of The Secret Life of the Dyslexic Child writes “I have found that difficulty with memory - both short-term and long-term - is one of the most emotionally painful aspects of dyslexia.”  Personally, I feel fortunate to have been identified with dyslexia when I was young, and had parents, clinicians and educators that worked in concert to ensure I received the right tools and resources to help me learn. I flourished in a family environment where I generally felt supported and understood.  But still, it was not easy.  I still often felt lost in school, overwhelmed in large groups, and often exhausted from an over exertion of mental energy and mind blurriness.  Understanding the hidden challenges of dyslexia, including memory issues, is extremely important for parents and educators who work with children who have dyslexia.  My goal is to share not only what I’ve learned in my coursework, but to share my personal experiences, and to help others gain a better understanding of those living with dyslexia and how to help.

I am learning now that memory is highly complex, with various components.  Although memory difficulties for individuals with dyslexia vary, I can relate because I have personally experienced difficulties with certain types of memory, while other aspects of my memory remain strong.  As a kid I often had memory stumbling blocks when it came to remembering multi-step directions, random sequences like the alphabet (why does D follow C?), historical dates, places, geography and even my address or home phone number.  If I was tired, especially toward the end of a long school day, or hanging out with a large group of friends, I’d often have memory blocks for common words that I clearly knew but had a hard time retrieving.  My mom told me that when I was young, I would say, with clear frustration “I have so much in my head and I can’t get it out!”  That said, I have a good long term memory of things that I really connect with - memories with my family, events that have a particular meaning, or recalling a specific situation.  

Before my coursework, I never really thought about why my dyslexia would impact certain memories and not others. However, as I pursue my psychology degree, I can really empathize with the challenges of young kids who struggle with dyslexia and whose parents or teachers may not realize the impact it has on their everyday ability to recall what they are expected to know. In an effort to pay it forward, I feel it's important to share what I have learned in my studies so perhaps others with dyslexia, especially parents and educators with dyslexic students, can understand the implications.

There are two main types of memory: long and short term, each with their own complex aspects.  Long term memory encompasses two different aspects of our ability to recall.  The first is implicit memory which is sometimes referred to as automatic memory. Implicit memory is enabled by previous experiences, no matter how long ago those experiences occurred. The second type of memory is explicit memory. Explicit memory is conscious long-term memory that is supposed to be easily and intentionally recalled and recited. Short term memory, in contrast, is the capacity for storing a small amount of information in your brain, which normally is in a readily available state, for a short period of time. For example, short-term memory can be used to remember a phone number or name that has just been recited.   Working memory, which is an active component of short-term memory, is where those with dyslexia experience the most difficulty.   Working memory contributes to a person’s ability to plan, identify steps in sequence and make behavioral related decisions. Practical examples of working memory include the ability to remember the sequential steps necessary to solve a math problem, to remember and organize your thoughts in order to put them down in writing, or simply to keep track of which ingredients you added to your recipe.  Parents may witness these difficulties in their kids and not realize that this is a part of their dyslexia.  They may be working as hard as they can to remember the directions you give them, or to remember the sequence of that math problem, or how to organize that story in their head and articulate to the dinner table - but their working memory is not cooperating.  Working memory also impacts how quickly one may be able to recall words that we commonly use.  Studies demonstrate that issues with working memory may be related a dyslexic individual’s dreaded memory blocks for common words - can you pass me the “thingy”; I put the “stuff”  in the...the... um the “place, you know that place…”

So what can parents or friends or family do to help those in their lives that struggle with dyslexia and memory?  First, improve your understanding of the problem they face.  Remember that, in general, memory is a record of our past experiences. Information is encoded, stored and retrieved when needed. For example, to remember a person’s name you can repeat the person’s name over and over again or think of someone you know with the same name. This is called encoding. Once you encode it’s stored in your brain, and then, conceivably, you are able to retrieve that information.  Poor encoding is what leads one to forget, and poor encoding is a hallmark symptom of dyslexia. Perhaps you can relate in this way:  do you ever go upstairs to grab something but forget what you wanted to grab the minute you get there?  If you return downstairs to the place you started, you suddenly remember!.  I think we’ve all experienced that. This typically happens because as you go to get the item, your mind wanders to other tasks, expectations, people or events. Because you are thinking of different things, that item you wanted to get is not the first thing on your mind. Returning to the place where you first thought about the item or task is a trigger for the encoded information.  For those with dyslexia, there is a greater need for such reminders to prompt encoding.   Other factors, like lack of sleep, medications, alcohol, stress, anxiety and depression, also contribute to forgetting.  Combine any of these factors together and memory can be impaired. So when working with someone with dyslexia, don’t give them multiple tasks or directions all at once.  Give them one task to focus on at a time and be patient.  For instance, avoid directions like “First clean your room, pack your backpack and then brush your teeth.” Rather, give them one task and follow up in a reasonable amount of time to ensure they are on track to finish it.  If you are a parent, ensure that your child gets the extra sleep they need and that they feel safe talking about their frustrations and anxieties with you.  

Secondly, realize that for those with dyslexia, a weakness in working memory makes remembering daily tasks, processes and academic expectations really difficult.  According to Milton J. Dehn of Schoolhouse Educational Services,  “Working memory ability is highly associated with all aspects of academic learning and performance (Gathercole & Alloway, 2004). The relationship is so strong that working memory is widely recognized as one of the best predictors of academic achievement (Alloway & Alloway, 2010). Learning to read, write, and calculate all depend heavily on adequate working memory capacity (for a review, see Dehn, 2008). Skills such as reading decoding, reading comprehension, math problem solving, and expressing ideas in writing rely on working memory. Academic performance, such as assignment completion, is also correlated with the learner’s level of working memory. Consequently, individuals with working memory deficits or impairments are at-risk for learning problems and disabilities.” 

There is so much to learn about dyslexia and how it impacts those of us who live with it.  The most important thing is to know our parents, family and friends understand, love and support us with resources and patience.  To learn more about how it feels to have dyslexia, read  “The Secret Life of the Dyslexic Child” or other suggested resources. Click on the Enlighten Learning Resource, Inc. web site link for resources.