Because differences are our greatest strength

How I owned it: 3 college application essays

college essays about dyslexia

By The Understood Team

Many students (and families) wonder if it’s a good idea to disclose their learning and thinking differences in their college application essay.

Whether to disclose is a personal decision. But for these three students, all mentors with Understood founding partner Eye to Eye , it was a positive move. Here are portions of their essays, and their thoughts on how the process of writing about their differences changed how they see themselves and their challenges.

1. Brittain Peterson, senior at University of Denver

Like most people with dyslexia , I have had the inevitable moment of feeling powerless and unintelligent. But I have also had the positive moments of feeling successful and capable.

Compassionate teachers made the reward of being successful so much greater that I came to love school, while the unaccommodating teachers showed me the importance of advocating for myself. My learning difference also taught me to embrace differences in others. Because I have learned to find my own strengths in unconventional places, I have learned the importance of doing the same for others.

Currently, the most challenging part of dyslexia is overcoming the logistics: scheduling extended time for tests, arranging computer access for in-class essays, planning ahead to source books on tape when necessary. I know that I will have to navigate the logistics of college just as I have navigated the logistics of high school.

But, now it won’t be a question of whether I can do it, just of how.

“I think writing my application essay boosted my confidence. It reminded me that dyslexia didn’t define me, but that it described me. It helped me grasp the idea that my dyslexia had taught me a great deal. It also forced me to picture how I would use accommodations in college , which allowed me to picture myself in college.

My essay also helped me to choose which college to attend . I wanted college to be a place to enjoy learning and not be frustrated with it.”

2. Scott Thourson, bioengineering PhD candidate at Georgia Institute of Technology

In college, at age 19, I was diagnosed with attention-deficit hyperactivity disorder (ADHD). In grade school, my intelligence was masked by my low reading comprehension. I neither fit in with the top students (I could not read) nor with the bottom students (I excelled in mathematics).

Firing spitball guns, among other mischief, was my way of protecting my self-esteem and allowing me to focus on coping with my learning differences in school.

When I was 12 years old, my mother gave me an Electronics Learning Lab. I observed that when I could apply knowledge from my electronics projects to new concepts in school, I overcame my ADHD and enhanced my academic performance.

“One of my mentors told me to always be thinking about my life as a coherent story that can explain and tie together everything I have ever done. Making lists, writing journal entries, creating mind maps, or any way of organizing thoughts and ideas can help bring that story to light.

I chose to disclose my ADHD because I was finally proud and confident in my story. I’m a very open person, so I was already comfortable with putting it out there. What made me feel good was how I put it out there. Having enough confidence in my accomplishments and coherence in my story made me feel a lot better about being me and having ADHD.

I wasn’t nervous about what the reviewers might have thought; I was excited. This was definitely a turning point in my life. It wasn’t until this point that I actually started thinking that I was smart.”

3. Carolyn Todd, sophomore at McGill University

Dyslexia is both a blessing and a curse. I struggle every day, working twice as hard as other students. I get stereotyped as stupid by people who do not understand what it means to have a learning difference. However, I refuse to give up. I have learned the importance of standing up for myself and others.

Being dyslexic makes me able to look at the world and see the amazing potential that exists in diversity. Dyslexia has given me the tools to see the beauty in difference and the passion to change the way we define intelligence.

I want to show the world what I see.

“I chose to disclose in my essay because I believe it’s important to raise awareness about different learners. I’ve noticed that topics of disabilities and mental illness are quite taboo. Not enough people take the time to become educated on what they are and can make false assumptions on how they affect someone. I thought that I could, in a small part, help the movement of trying to change this.

Disclosing in my essay felt empowering. Growing up I had learned to hide my dyslexia, and it felt good to be able to embrace the positivities associated with it and share that with others.

It changed the way I saw myself because it gave me more confidence and helped to reinforce the truth that having a disability doesn’t make you any less ‘smart’ or capable.”

Hear from six students in the Eye to Eye mentoring network on the accommodations that helped them succeed in college .

Read how self-advocacy helped a college student with dyscalculia fight for her accommodations.

Find out how another student uses dictation technology to handle college writing.

Explore related topics


How to Write a College Essay When You Have Learning Differences

Ivy Divider

Should You Address Your Learning Difference in Your Common App Essay?

It’s a valid question! But in the end, the answer is probably not.

Your personal statement is your chance to speak to admissions officers in your own voice. It should focus on your strengths, background, or goals. We understand why writing about your learning difference might be important to you. But does it define you?

Try to brainstorm a few other ideas before you make your final decision. Is your learning difference the one thing that you want admissions to remember about you? What else drives, motivates, or inspires you? We bet you’ve got a secret skill or passion, too!

Maybe you will decide that your learning disability* is so important for admissions to know that you want to write 650 words about it. Then you have to make another decision…

Should You Write A Personal Statement or Additional Information Essay about Your Learning Difference?

If you want admissions officers to know about your learning disability, you don’t have to write about it in your personal statement. You can write an additional information essay instead. This is an optional essay that you can add to your Common App.

The additional information prompt reads: “Please provide an answer below if you wish to provide details of circumstances or qualifications not reflected in the application. You may enter up to 650 words.”

The additional information essay is the perfect space to explain personal difficulties like:

  • learning differences
  • low grades or test scores
  • special accommodations like extra time on exams
  • disciplinary issues

If your learning difference hasn’t had a negative effect on your life, we suggest skipping the additional information section.

If you choose to write an additional information essay, you won’t have to choose between writing about your learning disability* or a different topic. You can save your personal statement for a more unique topic. Maybe your knack for knitting sweaters for penguins , love for Papa John’s pizza , or deep knowledge of Costco !

What If You Really Want to Write Your Personal Statement about Your Learning Difference?

As we have said, you should only write your personal statement about your learning difference if you absolutely can’t think of another topic! But at the end of the day, it’s your choice.

If you decide to write about your learning difference, then the Common Application’s Prompt 2 is a great option to back your essay into.

That prompt reads: “The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?”

This prompt asks for a story about resilience, which is exactly how we think you should write about your learning difference.

How Should You Address Your Learning Difference in a College Essay?

If you decide to write about the learning disability* in your application (preferably the additional information section), you should tell a story of success. Write about a struggle you overcame.

You don’t want your essay to present you as a victim. You also don’t want admissions officers to question your ability to keep up with college-level work. So do not dwell on your struggles or setbacks. Instead, celebrate your solutions and achievements!

A few questions to think about as you write your essay:

  • How do you make lemonade out of the lemons that life has given you?
  • How has your learning disability* affected the way you understand the world?
  • How has overcoming your challenge made your more confident or assertive?

Whatever you write about your dyslexia, ADD, or LPD, we would recommend getting a second opinion before you submit your application. Ask a trusted friend, family member, teacher, or essay expert for honest feedback. At the end of the day, it is most important to tell a story that shows who you really are!

*You might have noticed that we used the terms “learning difference” and “learning disability” interchangeably in this article. The reason we did so is because the Federal Individuals with Disabilities Education Act (IDEA) doesn’t count learning differences or learning challenges as disabilities. In order to receive support, services, and equal access to employment, people need to be classified as having a Specific Learning Disability (SLD). More information on this here.

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Category: Admissions , advice , College Admissions , Essay Tips , Essay Writing , Tips , Topic Selection , Uncategorized

Tags: add , additional info , additional info essay , additional information , additional information essay , adhd , Admissions , admissions essay , admissions help , application , applications , applying to college , college admissions , college admissions essay , college applications , college essay , college essay advice , college essay advisors , college essay tips , common app essay , dyslexia , learning challenges , learning differences , learning disabilities , personal statement , writing about add , writing about dyslexia , writing about learning differences , writing about learning disabilities


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Home — Essay Samples — Life — Overcoming Challenges — Overcoming Challenges In My Life: Dyslexia


Overcoming Challenges in My Life: Dyslexia

  • Categories: Dyslexia Overcoming Challenges Personal Experience

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Published: Sep 1, 2020

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College Admissions Advice for Students with Dyslexia

Mixed letter blocks with a handful that spell out Dyslexia running through the middle.

Applying to college tests all students’ writing, reading, and attention. However, for students living with dyslexia, the college application process can seem especially challenging and even overwhelming, given how many linguistic demands it makes of them.

Nevertheless, it is entirely possible to be a successful college applicant if you are a student with dyslexia! Below, we’ve compiled some of our best advice to make the college application and admissions process as manageable and stress-free as possible for these students.

Make a Plan

If you have dyslexia, you know it can sometimes take you longer to do things than it takes other students. For that reason, it’s important to make a clear and comprehensive plan for the college admissions cycle and to give yourself enough time to complete all the tasks on it. Knowing when each element has to be done will ensure that you have enough time to prepare and develop all your materials.

As you put together this plan, make sure to get advice from parents, teachers, your guidance counselor, and others who are knowledgeable about the admissions process and can help you understand when various tasks need to be completed and how much time they’ll require. Having a comprehensive plan will ensure that the entire process will be smooth and successful.

Get Accommodations for Standardized Tests

Depending on the colleges to which you plan to apply, you may need to take one or more standardized tests, such as the SAT or ACT. Students with dyslexia often find these tests to be a particularly onerous element of the application process. Fortunately, the makers of these tests realize that and thus offer special accommodations for students with dyslexia, including extra time, larger-print testing materials, and someone to read the test aloud to you.

Getting accommodations for standardized tests is not as easy as showing up and asking for them, however. You’ll need to provide documentation of your dyslexia from your school or neuropsychologist in advance, as well as fill out a brief application. In general, your accommodations must be approved before you can even sign up for a test date, so don’t wait!

Start Your Essays Early

If you’re a high school student with dyslexia, you already know that it can take you longer to develop, draft, revise, and complete written assignments. Applying to college involves a variety of skills and processes, but the most time-consuming feature for any applicant is the writing of the applications themselves, often including a long list of essays.

Staying on top of these essays, including knowing how much you need to write and when the drafts need to be finished and revising them to make sure the writing is as effective as possible, will likely be the greatest challenge students with dyslexia face in the college admissions process. As such, starting the work early will ease the associated stress and enable you to succeed.

Get Help with Your Writing

Making a plan to get all the writing and revising done on your applications is essential, but students with dyslexia should also consider getting additional help from an experienced and knowledgeable advisor. Whether that’s a parent, teacher, guidance counselor, or other adult, someone to guide you in the process can help to alleviate your unique challenges.

College essays are likely to be unlike anything most high school students have written before, and those with dyslexia may find the process of self-reflection through writing to be particularly challenging. Having someone on your team to read through your materials, make concrete suggestions for improvement, and proofread everything will be an enormous help.

Find the Right Schools

Transitioning from high school, where you may have particular support systems or even an individualized education plan (IEP), to college can be daunting for some students with dyslexia. For that reason, it’s important that you take into consideration not only how to apply to college, but what schools will best support your learning style.

We’ve written at length about what students with learning challenges should look for in a college. Make sure you know what academic resources you need, and don’t be afraid to ask questions as you look at colleges. Finding the right fit is a challenge for all students, but it’s even more important for those with dyslexia and related challenges to do their research carefully before selecting schools.

Final Thoughts

Applying to college is an enormous and challenging undertaking; for the majority of students, it’s the biggest project they’ve ever completed. Students with dyslexia will encounter many of the same challenges they face in school, but magnified to an unfamiliar degree.

At the same time, students who successfully live and learn with dyslexia are in some ways well prepared for this challenge. By using the same coping mechanisms for this process that they do to succeed in school—including making a plan, getting the right accommodations, and getting the right support for writing essays—they can have a manageable and successful application experience and minimize the stress typically associated with the college admissions process.

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Gemm Learning


Living With Dyslexia — Essay From Desiree

Gemm Learning APD/Dyslexia Scholarship

Written By Geoff Nixon . December 22, 2015

This is part of a series related to our scholarship here .

In her essay, “ Living with Dyslexia ,” Gemm Learning’s 2016 Winter Dyslexia Scholarship recipient, Desiree’ McHellon, describes her early struggles with dyslexia, how she built confidence, and what she has learned from living with the disability.

One of my most significant life challenges has been overcoming dyslexia. I recall being diagnosed while in the second grade. At the time, I did not quite understand what being dyslexic meant or that I would now be branded with a label of a learning disability. However, I understood the way I learned was different from other second graders. Other kids teased me due to my struggle with reading so much that I grew to disliking books and school. Reading aloud triggered emotions such as shame, embarrassment, and fear, fueled by watching the reaction of people as I stumbled and stuttered trying to interpret the words. Writing elicited feelings of frustration, anger, and overwhelming anxiety because my thoughts were not usually communicated due my tendency to misspell so many words. Friends who attempted to help only increased my complex emotional storm. My schoolwork consisted of a repetitive reading and writing cycle, which I found frustrating, because I wanted to get it all right the first time around.

My memories are full of people reassuring that I was such a bright kid, but I never felt that way. For a long time, I believed people were wrong about my intelligence and that they were looking for ways to enhance my self-esteem. Success and confidence walked into my life in the fourth grade when I attended a private school for children with learning disabilities. I was able to receive the help I needed through the hard work and additional efforts from parents and teachers. By the time I reached my mid-year seventh grade, I had acquired a ninth grade reading level, which was quite a big accomplishment for me.

However, my junior year of public high school brought many challenges. I was constantly seeking ways to improve myself, so I elected to enroll in an advanced placement English class, which involved my favorite subject in school. I received a “D” on my first course paper. Devastated, I began to question my intelligence again. Since being enrolled in private school, I had never received anything below a “B” on my essays. I was extremely upset, so I began to wonder if the problem was my dyslexia. The teacher began to challenge us to write all our essays in class while being timed. I struggled with thoughts of giving up, because I felt like I could not keep up or pass her class. In the end, I did to stick with the class, and I began to work harder to receive a better grade in her class. By the end of the semester, I was receiving high grades on my essays, and there was no question in my mind that despite my dyslexia I could do advanced course work.

Today, I am a college student who mentors other students and provides motivational talks about living with disabilities. I always mention its effects on the lives of people who have dyslexia and how to overcome barriers related to their disability. As part of a mentoring group, I found sharing helps increase my confidence. My disability brings challenges, because I still struggle with reading out loud, and I utilize accommodation in order to meet the demand of my course load. I do not mind, because my dyslexia does not define me. My dyslexia has taught me resilience, perseverance, and endurance, because the best things in life are a challenge.

Desiree’ McHellon is a sophomore at Auburn University at Montgomery studying psychology.

Related Posts

Living with APD Scholarship

87 Dyslexia Essay Topic Ideas & Examples

🏆 best dyslexia topic ideas & essay examples, 🥇 most interesting dyslexia topics to write about, 📌 simple & easy dyslexia essay titles, ❓ dyslexia research questions.

  • Dyslexia Stigma Among Saudi Nursing Students Therefore, it is evident that there is a need to explore the awareness of dyslexia among nursing students and its relationship to stigma.
  • Dyslexia Program Review The determinants of dyslexia and the procedures for its evaluation are described in the TEA Handbook, which is based on the Rehabilitation Act of 1973 Section 504, the Individuals with Disabilities Education Act, and the […]
  • “Neurogenetics and Auditory Processing in Developmental Dyslexia” by Giraud The authors propose that general alteration of the human cortical neuroanatomy and the dyslexia relation genes contribute to difficulties experienced in reading by rather intelligent people.
  • Personality and Life of Children with Dyslexia To answer the research questions, it is necessary to collect information about the peculiarities of the life of children with mental problems and dyslexia.
  • Personality and Life Quality of Children with Dyslexia The findings of the investigation revealed that dyslexia is a common mental problem that affects a significant number of school-going children.
  • Dyslexia in White Females Ages 5-10 According to the article, Learning difficulties are one of the many consequences of Dyslexia. Children with Dyslexia are more likely to experience learning challenges if their siblings and parents suffer from the same condition.
  • Dyslexia Tutoring and Assessment Reflection Thus, a detailed study of this course, analysis of student assessment tools and special training programs allowed me to rethink my approach to teaching children in many ways and realize the problems of children with […]
  • Kurzweil-3000 for Students With Dyslexia The user can then opt to read through the text continuously or at a comfortable pace with the help of the voice features.
  • Dyslexia Disorder: Characteristics and Services Primary dyslexia is a kind of dyslexia disorder which is caused by dysfunction of cerebral cortex of the brain and the condition is not normally affected by change in growth development.
  • “The Big Picture: Rethinking Dyslexia” by James Redford One of the strengths of the movie is the incorporation of medical professionals, Sandra and Bennet, who work at the Yale Center for Dyslexia and Creativity, and they bring the positive aspects of the mental […]
  • Role of Behavioral Science in Treatment of Dyslexia and Dyscalculia The goal of this area of psychology is to understand the processes of perception of information for the treatment of diseases and disorders associated with their impairment.
  • Dyslexia Students and Their Inclusion Needs Carrington highlights the need to foster a culture that allows students with special needs to function optimally in the mainstream education system.
  • Dyslexia and Intervention in American Schools According to Enns and Lafond, learning to read and write for the students with ear problems is a big challenge not only to themselves but also to the teachers themselves.
  • Learning Disability: What Is Dyslexia? As noted in this paper, many aspects of dyslexia are unknown, and thus further research is needed to address the problem.
  • Assistive Technology for High School Students with Dyslexia The study query being dealt with is, “Can assistive technologies meet the requirements of dyslexic high school students when it comes to writing assignments?” The first part of this proposal details the underlying literature to […]
  • Dyslexia: Definition, Causes, Characteristics It is also supposed to be genetic and those with the history of the condition are supposedly a 23-65 percent likelihood of having a child with dyslexia.
  • ADHD and Dyslexia: Supporting Children and Adults With Learning Difficulties
  • Categorical and Dimensional Diagnoses of Dyslexia: Are They Compatible?
  • Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network
  • Developmental Dyslexia and Dysgraphia: What Can We Learn From the One About the Other?
  • Dyslexia and the Problem of Awareness Training for Teachers and Managers
  • Dyslexia: Educational Psychology and Modern Imaging Tools
  • Varieties of Developmental Dyslexia
  • Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes
  • Education Provision for Adolescents With Autistic Spectrum Disorders, Asperger’s Syndrome, Dyslexia and ADHD
  • An Evaluation of the Discrepancy Definition of Dyslexia
  • Cytoarchitectonic Abnormalities in Developmental Dyslexia
  • Defining and Understanding Dyslexia: Past, Present and Future
  • From Genes to Behavior in Developmental Dyslexia
  • Neurobiology of Dyslexia: A Reinterpretation of the Data
  • On the Bases of Two Subtypes of Development Dyslexia
  • Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
  • Developmental Dyslexia in Women: Neuropathological Findings
  • Early Identification and Interventions for Dyslexia
  • The Neurological Basis of Developmental Dyslexia: An Overview and Working Hypothesis
  • Theories on the Development of Dyslexia: An Analysis of Several Cases of Dyslexia in Adults
  • How Do the Spellings of Children With Dyslexia Compare With Those of Nondyslexic Children?
  • Neuroanatomical Markers for Dyslexia: A Review of Dyslexia Structural Imaging Studies
  • Characteristics of Developmental Dyslexia in a Regular Writing System
  • Lesioning an Attractor Network: Investigations of Acquired Dyslexia
  • Prevalence and Clinical Characteristics of Dyslexia in Primary School Students
  • Functional Disruption in the Organization of the Brain for Reading in Dyslexia
  • Dyslexia: A New Synergy Between Education and Cognitive Neuroscience
  • Evidence for Major Gene Transmission of Developmental Dyslexia
  • Developmental Dyslexia in Different Languages: Language-Specific or Universal?
  • Predictors of Developmental Dyslexia in European Orthographies With Varying Complexity
  • Recent Discoveries in Remedial Interventions for Children With Dyslexia
  • Phonology, Reading Development, and Dyslexia: A Cross-Linguistic Perspective
  • Developmental Dyslexia in Chinese and English Populations: Dissociating the Effect of Dyslexia From Language Differences
  • Paying Attention to Reading: The Neurobiology of Reading and Dyslexia
  • Disruption of Posterior Brain Systems for Reading in Children With Developmental Dyslexia
  • Tackling the “Dyslexia Paradox”: Reading Brain and Behavior for Early Markers of Developmental Dyslexia
  • Dyslexia as a Phonological Deficit: Evidence and Implications
  • Grammatical Spelling and Written Syntactic Awareness in Children With and Without Dyslexia
  • Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability
  • Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning
  • What Is the Impact of Dyslexia on Academic Performance?
  • What Subtypes of Dyslexia Exist?
  • What Causes Orthographic Dyslexia?
  • Are Categorical and Dimensional Diagnoses of Dyslexia Compatible?
  • What Are the Causes of Dyslexia?
  • What Is the Treatment for Dyslexia?
  • What Are the Difficulties Associated With Dyslexia?
  • What Part of the Brain Is Responsible for Dyslexia?
  • What Are the Learning Strategies for Children With Dyslexia?
  • What Controversial Dyslexia Treatments Are There?
  • What Examples of a Research Paper About Dyslexia Can You Give?
  • How Does Eye Tracking Machine Learning Detect Dyslexic Readers?
  • What Are Collective Screening Tools for Early Detection of Dyslexia?
  • What Are the Things in Common Between Dyslexia, Dysgraphia, and Dyscalculia?
  • How Do Genetic Mutations Lead To Developmental Dyslexia?
  • What Are the Behavioral Characteristics of Dyslexia?
  • What Strategies Can Be Used to Help People With Dyslexia?
  • What Are the Teaching Methods for Students With Dyslexia?
  • How Does Dyslexia Affect Learning?
  • Is Dyslexia a Barrier to Learning Languages?
  • Can Music Be Used as a Rehabilitation Method for Dyslexia?
  • How Does Dyslexia Affect Quality of Life?
  • What Problems Do Teachers Have When Teaching Children With Dyslexia?
  • What Are the Symptoms of Dyslexia?
  • How Are Orthographic and Phonology Related to Dyslexia?
  • What Are the Misconceptions and Myths About Dyslexia?
  • What Is the Latest Research on Dyslexia?
  • What Are the Most Common Problems of Children With Dyslexia?
  • Who Is the Most Famous Person With Dyslexia?
  • What Kinds of Jobs Are Good for Dyslexics?
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IvyPanda. (2023, September 19). 87 Dyslexia Essay Topic Ideas & Examples.

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IvyPanda . 2023. "87 Dyslexia Essay Topic Ideas & Examples." September 19, 2023.

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Preparing for college with dyslexia.

Tools and strategies that, if they're mastered in high school, will help kids with dyslexia succeed in college.

Writer: Elizabeth C. Hamblet

Clinical Expert: Elizabeth C. Hamblet

What You'll Learn

  • What is dyslexia?
  • How can dyslexia make schoolwork difficult for college students?
  • What tools can help college students with dyslexia?

Dyslexia is a learning disability that makes it hard for kids to read. The workload in college can be challenging for kids with dyslexia, but they can prepare by practicing using reading strategies and tools while they’re still in high school.

College students with dyslexia need to be especially careful about managing their time. Keeping a detailed schedule and blocking off time to study can help kids make sure that they don’t get behind. It also helps them learn how much time tasks really take them and plan accordingly.

Reading comprehension can also be a challenge for college students with dyslexia. To keep up with more challenging reading, a technique called the SQR3 method can help. A student using this method starts by looking over the text to preview what’s coming. Then, the student writes out the questions they expect the text to answer and reads with the goal of finding those answers. This active reading tool can help students understand what they read more easily. Parents can encourage kids to start using the SQR3 method in high school.

There are also tools that help students who have learning disabilities. For example, students can get software that reads assigned reading material aloud or helps with spelling in written assignments. Disability services offices at some colleges provide students with software and even training in how to use it. And again, it’s important for students to practice using these tools before college starts so that they’re ready when the work gets more challenging.

When children are diagnosed with dyslexia , our initial focus is to get them effective reading instruction. Later, when they’ve gotten some help with decoding, we begin to think about how they will do when they are older. As parents, we worry: Will they ever be good enough readers to make it through college ?

The good news is that even though kids with dyslexia will always have to work harder at reading than other kids, for most of them college will be within reach. By law, students with disabilities are guaranteed the right to appropriate accommodations in college, and there is technology that can be a great help to them.

Here are some of the challenges they may face, and some of the tools and strategies that will help them be successful. It’s important that students learn to use these tools in high school, so that when they are under more pressure in college, they’ll already be comfortable and adept at them.

Time management  

The transition to college requires all students to adjust to a new environment. In the mostly-unstructured daily life of college students, one of the biggest challenges can be time management . This is because students only have a few hours of class a day and there usually aren’t daily assignments or checks to make sure they are keeping up with their work.

All students can find it hard to discipline themselves to get work done each week when they don’t have any immediate assignment due and the exam is a month away. So many fall behind. But while their typical classmates may need just a few days to catch up with their reading before a test or do the research they need to write a paper, students with dyslexia who have procrastinated may find they can’t get everything done because they read more slowly than their classmates. This is why — though it might not seem like the most obvious challenge — students with dyslexia need to be aware of the need to manage their time very carefully.

As parents you won’t be there to monitor study habits in college, but you can help your child prepare for effective time management while they are still at home. The key is to get them in the habit of completing a weekly grid showing all of their daily commitments and scheduling study times as well as chores. Students using this system for an extended period of time can see whether they have set aside enough time (or too much) for various tasks. Doing this can make them aware of how they use their time and of how much time they actually need for assignments, and it can provide them with a strategy that they can use to structure their time at college.

College-level reading

Students with dyslexia may find college reading material challenging, just as their classmates do. First, the difficulty level of many texts can be a leap from what students are accustomed to in high school — some can be very abstract. Second, the vocabulary may be more sophisticated and unfamiliar.

While in high school teachers might have provided students with a list of vocabulary terms (and their definitions) ahead of time, college professors generally don’t. Additionally, college reading material is often not from textbooks that provide comprehension questions, and professors don’t typically provide these, either. This can make it hard for students with dyslexia to monitor their own comprehension. A commonly used strategy called SQ3R can help with this challenge.

In the Survey phase of SQ3R, students preview the text for unfamiliar words that they should put into a list and look up before they begin reading so that they’ll have the definitions handy. This should make reading less disrupted. They also look over any visuals and the headings and subheadings. This preview gives students a sense of what they’ll read, which can help them “warm up” for what they’ll be learning and may bring to mind other information they know on this topic, which can make learning more efficient.

The Question phase begins while students are doing their preview. They turn any headings into questions that they’ll answer when they’re done with a particular section (e.g., “What is osmosis?”). If they have been provided with comprehension questions, students review them before reading so that they know what to look for as they read.

The first R phase is simply Reading. While they do this, students should be thinking about their questions. The second R phase is Reciting, which simply means that they answer their comprehension questions. If they find they can’t, they need to do targeted re-reading until they find their answers. And the final phase is Review, which means regularly looking over the answers to their comprehension questions so that the information stays “fresh” for exams and requires less intensive studying.

Some readings, such as plays or philosophical essays, may lack structure and not be well-suited to the SQ3R strategy. In these cases, students may find it helpful to search the internet for summaries or use Sparknotes to help them preview what they will read.

While students are in high school, parents can show them how to do this with any reading assignments they get that aren’t in a traditional textbook. Even when a teacher has provided their student with a study guide for a play or even a poem, parents can first have them look online to see if they can find a quick summary to get an overall picture of what they’re about to read. This will help them have a sense of the overall plotline, in the case of a play, or of the author’s meaning and any important symbols, in the case of a poem. Such a “foothold” may serve as a comprehension aid.

Technology supports

Technology can help, too, so students should request technological supports as an accommodation. For their reading challenges, text-to-speech software can be a big help. Many of the software programs allow students to highlight the text on the screen and send these highlights to a document that they can use as a study aid. They may also have built-in dictionaries that allow students to click on unfamiliar words and instantly get a definition. There can be other helpful features, too.

Colleges are not required to provide a copy of such software to students (the law says that they don’t have to provide “personal devices” — and such software is interpreted to fall under that heading). However, many colleges do purchase these programs, though there is a lot of variation across schools in how widely available they are.

At some schools, the software may be loaded onto some computers in the disability services office (meaning that students can only access it during the office’s regular business hours) and on some computers at the library (which tend to be open a lot longer). At other schools, they have a site license that allows them to offer it to students registered with the disability services office for use on their own computer. And at other schools, the programs are available to anyone with a student ID — they don’t have to have a disability to qualify.

Once they have access to the software, students need a PDF copy of their reading assignment, which they load into their computer so that the software can read the text aloud to them. In some classes, professors will assign readings (such as journal articles) that are already PDFs, which makes things easy for students who want to use the text-to-speech software. If professors assign textbooks, publishers sometimes make electronic versions of them that are available only to individuals with disabilities (meaning that they’re not available for purchase to the general public). The disability services office will order these e-versions from the publisher for students so that they can use them with their reading software. In these cases, students still have to pay for a copy of the book (no one gets free texts!).

In situations where a textbook or other kind of reading material is not available as a PDF or e-version, colleges are only obligated to provide students with a way to get their texts into the format they need, but they are not obligated to do the conversion themselves. At some schools, the disability services office will provide a scanner that students can use to convert their textbooks, but students will be responsible for doing the job themselves. At other schools, a member of the disability services staff will do the scanning for students.

Parents should try to make sure that students are fluent in the use of such technology while they are still in high school so that they don’t have to get used to it while they are also adjusting to the increased academic demands at college. Some school districts have embraced technology — they provide students with an assistive technology evaluation (or recommend certain programs themselves) and then teach them to use whatever tools are recommended. Parents whose district doesn’t do this but who want to get their student started can contact their state’s assistive technology center to ask about an evaluation and any possible sources of funding (you can look up your state’s resources here ).

Once your child gets access to the software, it’s important that they use it regularly so they will be prepared to work with it independently at college. Keep in mind that no matter how widely available the software is, colleges are not required to provide students with any kind of training in how to use it effectively, though some schools have someone available to help students.

Spelling challenges

Students with dyslexia often have weak spelling skills. While their high school may have directed teachers not to penalize them for spelling mistakes, colleges may instead offer students the accommodation of a laptop with a spellcheck feature for exams. Students may balk at this, but it is important that parents emphasize to them how the use of such a tool may actually help to present work of the highest possible quality. To demonstrate this point, a study done at the University of Georgia several years ago of students with learning disorders that affect their spelling found that even when the content of their responses was of equal quality, the work that contained spelling and other errors received lower ratings than those of the general population. Parents should get their student accustomed to using a laptop with a spellchecker for high school exams so that they are ready to work this way in college.

Parents also may want to invest in software programs designed to catch the errors of individuals with dyslexia (e.g., Ginger or Ghotit ) or word-prediction software (e.g, Co-Writer ) or enable the built-in feature of their word processing program that can help them to spell the words they want to use correctly in the first place. These can be very helpful for papers completed outside of the classroom, because even if students are accommodated for spelling on exams (i.e., if they are not penalized for spelling errors) they are unlikely to receive such dispensation for papers completed outside of exam settings.

Getting accustomed to these strategies and tools in high school may seem like a lot of work to students with dyslexia who may be holding their own without them. But it’s important to let them know that the challenges they will face in college are different, and the more prepared they are before they get there, the more confident and comfortable they will be. With preparation and an understanding of what the college environment is like, they should be able to learn effectively and be successful at showing what they know.

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May 17, 2023

Understanding Dyslexia: A Step-by-Step Guide to Writing Insightful Essays (With Examples)

Looking for some great examples and expert tips on essays on dyslexia? Look no further! We've got you covered with some amazing essay examples. Keep reading to discover expert tips on how to write insightful essays on dyslexia!

Dyslexia is a learning disability that affects many individuals around us. It can cause difficulties with language acquisition, including spoken and written language, and manual dexterity. However, having dyslexia does not indicate a person's intelligence. Some of the world's brightest brains have been affected by dyslexia.

There are many inspiring examples of successful people with dyslexia, including Sir Richard Branson, Steven Spielberg, and Whoopi Goldberg. These individuals have achieved great success despite their reading, writing, and spelling challenges.

Fortunately, supportive tools and resources are available to help individuals with dyslexia overcome these challenges. For example, assistive technologies such as text-to-speech software and audiobooks can make reading more accessible. Dyslexia-specific fonts and spell-check software can also help with writing and spelling. Additionally, educational accommodations, such as extended time for tests and assignments, can provide the necessary support for students with dyslexia.

To help you to write an essay on dyslexia we have provided some guidelines and essay examples. Read out them to get an idea for writing an essay. But before getting into details first understand Dyslexia.

What is Dyslexia?

Dyslexia is a neurodevelopmental disorder that affects reading and writing skills. It affects approximately 10 percent of the whole population and becomes a barrier to a person's academic and personal success. Educators, parents, and individuals need to learn or get to know about Dyslexia by themselves. To better understand Dyslexia and its impact, helpful resources such as the International Dyslexia Association (IDA) , the Dyslexia Foundation, and the National Center for Learning Disabilities can provide valuable information. In this essay, we will explore Dyslexia in detail and provide a step-by-step guide to writing insightful essays on the topic.

Step-by-Step Guide to Writing a Compelling Essay on Dyslexia

Before writing an essay, we must follow some guides to make our essay effective and informative for the reader. For writing an essay on Dyslexia we have written some expert strategies that you should follow. Let's check out them.

First: Fully Understanding Dyslexia

Dyslexia is a language-based learning disorder that affects a person's ability to read, spell, write, and sometimes speak. Dyslexia is a language-based learning disorder that affects a person's ability to read, spell, write, and sometimes speak. It is unrelated to intelligence, and many individuals with Dyslexia are knowledgeable and creative. Dyslexia occurs when the brain processes written and spoken language differently from the normal condition. People with dyslexia problem often have difficulty reading words, recognizing sight words, and understanding the relationship between sounds and letters.

Dyslexia is a complex disorder that can present differently in each person. Some common signs of dyslexia include difficulty with phonemic awareness, slow reading, poor spelling, and difficulty with reading comprehension. Dyslexia can also impact a person's working memory, organizational skills, and attention span. Dyslexia is a lifelong condition and it is an important thing to note that dyslexia is a lifelong condition and cannot be cured, but it can be managed with appropriate interventions and support.

Exploring Dyslexia Research

To write an insightful essay on dyslexia, it is essential to explore the current research on the topic. There is a vast body of literature on dyslexia that spans several decades, and it is important to stay up-to-date with the latest findings. Some areas of research on dyslexia include the neural basis of dyslexia, the genetics of dyslexia, and the effectiveness of interventions for dyslexia.

One area of research that has received a lot of attention is the neural basis of Dyslexia. Neuroimaging studies have shown that individuals with Dyslexia have different brain structures and functions than those without Dyslexia. For example, studies have found that individuals with Dyslexia have reduced activation in the brain's left hemisphere, which is typically responsible for language processing. This research has helped to shed light on the underlying causes of Dyslexia and has informed the development of interventions.

Examining Dyslexia Interventions

Many interventions are available for individuals with Dyslexia, and it is important to examine the effectiveness of these interventions. Some common interventions for Dyslexia include phonics instruction, multisensory instruction, and assistive technology. Phonics instruction teaches students to decode words by understanding the relationship between sounds and letters. Multisensory instruction involves using multiple senses to teach reading and writing skills, such as using hand gestures to reinforce letter-sound associations. Assistive technology includes tools such as text-to-speech software, which can help individuals with dyslexia access written materials more easily.

Research has shown that early intervention is critical for individuals with Dyslexia. The earlier a diagnosis is made, the earlier appropriate interventions can be implemented, leading to better outcomes. Effective interventions can help individuals with Dyslexia improve their reading, writing, and spelling skills, and can improve their overall academic and personal success.

Understanding Dyslexia from a Personal Perspective

To truly understand dyslexia, it is important to hear from individuals who have experienced it firsthand. Many individuals with dyslexia have shared their stories in books, articles, and interviews, and these personal accounts can provide valuable insight into the challenges and strengths associated with dyslexia.

For example, in her book "The Dyslexic Advantage," Dr. Brock Eide argues that dyslexia is not a disability, but rather a unique way of thinking that can bring advantages in certain areas, such as creativity, spatial reasoning, and problem-solving. This perspective highlights the importance of embracing neurodiversity and recognizing the strengths and potential of individuals with dyslexia.

Personal accounts can also shed light on the emotional and psychological impact of Dyslexia. Many individuals with Dyslexia have experienced frustration, shame, and low self-esteem due to their struggles with reading and writing. Understanding these emotional challenges is important for educators and parents who work with individuals with Dyslexia, as it can help them provide appropriate support and encouragement.

Addressing the Stigma Surrounding Dyslexia

Finally, it is important to address the stigma that surrounds dyslexia. Despite the prevalence of dyslexia and the significant impact it can have on individuals' lives, there is still a great deal of misunderstanding and misinformation about the disorder. This can lead to stigma and discrimination, exacerbating the emotional and psychological challenges associated with Dyslexia.

To combat this stigma, it is important to raise awareness about dyslexia and promote understanding and acceptance of individuals with dyslexia. This can involve education and outreach efforts aimed at educators, parents, and the general public, as well as efforts to provide appropriate accommodations and support for individuals with dyslexia in schools and workplaces.

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Understanding the Myths and Facts about Dyslexia


Dyslexia is a learning disorder that affects the ability of writing, reading, and spelling of a person. Despite its commonness, dyslexia is still a poorly understood condition, this condition has many myths too. This essay aims to provide a comprehensive overview of dyslexia, its myths and facts, and how we can understand and support individuals with dyslexia.

Dyslexia is a complex condition believed to have a genetic basis and affects how the brain processes language. Dyslexia is not related to intelligence or a lack of motivation but is a specific difficulty with reading and writing.

Individuals with dyslexia may struggle with phonological processing, which is the ability to recognize and manipulate sounds in words. This can lead to difficulties in decoding words and recognizing familiar words. Dyslexia mostly affects the ability to read, write, and spell text. These difficulties can impact an individual's academic performance, and their confidence and self-esteem may suffer.

Myths and Facts about Dyslexia

There are many myths about dyslexia, which can lead to misunderstandings and stigma. Let's explore some of these myths and the facts that dispel them.


Dyslexia is a visual problem, and individuals with dyslexia see letters and words backward or upside down.


Dyslexia is a language-based disorder that affects the way the brain processes language. It is not a visual problem, and individuals with dyslexia do not see letters and words backward or upside down.

Dyslexia only appears in the elementary school stage.

The signs of Dyslexia can be shown at the stage of preschool too. Because dyslexia affects language skills also and this skill is important for reading. This problem may affect the rhyming of preschoolers too.

Dyslexia is only a problem for children and is outgrown in adulthood.

Dyslexia is a lifelong condition, but with appropriate support, individuals with dyslexia can learn to manage their difficulties and achieve their full potential. Dyslexia may present differently in adulthood, and individuals may develop compensatory strategies to manage their difficulties.

Dyslexia only affects boys.

Dyslexia affects both males and females, and there is no gender difference in the prevalence of dyslexia.

Understanding and Supporting Individuals with Dyslexia

To understand and support individuals with dyslexia, it is important to recognize their strengths and challenges. Individuals with dyslexia may have excellent problem-solving and creative thinking skills, but struggle with reading and writing.

One effective way to support individuals with dyslexia is through the use of engaging narratives. Engaging narratives can help individuals with dyslexia connect with and comprehend the text. For example, a history lesson that tells a story about a historical event or figure can be more accessible and meaningful to an individual with dyslexia than a dry list of facts.

Another effective way to support individuals with dyslexia is through the use of assistive technology. Assistive technology can help individuals with dyslexia access and comprehend text, such as text-to-speech software or speech-to-text software.

It is also important to provide explicit and systematic instruction in reading and writing for individuals with dyslexia. This may involve teaching phonemic awareness, decoding skills, and spelling strategies. A multi-sensory approach to learning, such as the Orton-Gillingham approach, can be particularly effective for individuals with dyslexia.

Lastly, it is important to create a supportive and inclusive environment for individuals with dyslexia. This may involve raising awareness and understanding about dyslexia among teachers, classmates, and the wider community. It may also involve providing accommodations, such as extended time on exams or the use of assistive technology, to ensure that individuals with dyslexia have equal access to education and opportunities.

Dyslexia is a complex neurodevelopmental disorder that affects the way the brain processes language. Despite its prevalence, many myths about dyslexia persist, which can lead to misunderstandings and stigma. It is important to understand the facts about dyslexia and to provide appropriate support and accommodations to individuals with dyslexia. 

Engaging narratives, assistive technology, explicit instruction, and a supportive environment can all contribute to the success of individuals with dyslexia. By recognizing and supporting the strengths and challenges of individuals with dyslexia, we can help them achieve their full potential and contribute to society in meaningful ways.

Educational Psychology and Modern Imaging Tools Effects on Dyslexia


Dyslexia is a neurodevelopmental disorder that affects an individual's ability to read and spell words. It is a learning disability that can affect a person's academic and personal life. It is estimated that around 5-10 percent of the population has dyslexia. Dyslexia is a well-known disorder; the causes and treatments of this disorder are still being studied by educational psychologists. In recent years, modern imaging tools have been used to gain a better understanding of dyslexia and its impact on the brain.

Educational Psychology:

Educational psychology is a branch of psychology that focuses on the study of how people learn. It is concerned with understanding the cognitive and behavioral processes that underlie learning and development. Educational psychologists have been studying dyslexia for many years, trying to understand its causes and develop effective treatments.

One of the theories that educational psychologists have put forward to explain dyslexia is the phonological deficit theory. This theory suggests that dyslexia is caused by a deficit in the ability to process phonological information. Phonological information refers to the sounds that make up words. Individuals with dyslexia have difficulty processing these sounds, which makes it difficult for them to read and spell.

Another theory that educational psychologists have put forward is the visual processing deficit theory. This theory suggests that dyslexia is caused by a deficit in the ability to process visual information. Individuals with dyslexia have difficulty processing visual information, which makes it difficult for them to read and spell.

Modern Imaging Tools:

In recent years, modern imaging tools have been used to gain a better understanding of dyslexia and its impact on the brain. Functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) are two imaging techniques that have been used to study dyslexia.

MRI is a non-invasive technique that measures changes in blood flow in the brain. When an area of the brain is activated, it requires more blood flow. fMRI can detect these changes in blood flow and create a map of the areas of the brain that are active during a particular task. fMRI has been used to study the brain activity of individuals with dyslexia while reading.

Studies using fMRI have found that individuals with dyslexia have reduced activation in the left inferior parietal lobule and left inferior frontal gyrus. These areas of the brain are involved in phonological processing, which supports the phonological deficit theory of dyslexia.

PET is a technique that uses a small amount of radioactive tracer to visualize the brain. The tracer is injected into the bloodstream, and as it travels to the brain, it emits positrons. These positrons collide with electrons in the brain, and the resulting energy is detected by the PET scanner. PET has been used to study the brain metabolism of individuals with dyslexia.

Studies using PET have found that individuals with dyslexia have reduced metabolism in the left temporal and left parietal regions of the brain. These areas of the brain are involved in visual processing, which supports the visual processing deficit theory of dyslexia.


Dyslexia is a complex disorder that affects many people. Educational psychologists have been studying dyslexia for many years, and they are trying to understand the causes of dyslexia also they are developing effective treatments for it. The phonological deficit theory and the visual processing deficit theory are two theories that have been put forward to explain dyslexia. 

In recent years, modern imaging tools such as fMRI and PET have been used to gain a better understanding of dyslexia and its impact on the brain. Studies using these techniques have found reduced activation and metabolism in areas of the brain involved in phonological and visual processing, supporting the two theories of dyslexia. With a better understanding of the disorder, researchers can continue to develop effective treatments for dyslexia.

Characteristics of Developmental Dyslexia in a Regular Writing System

Developmental dyslexia is a neurodevelopmental disorder that affects an individual's ability to read and write. Dyslexia is known to occur in different languages, and the characteristics of dyslexia can vary depending on the writing system. In this essay, we will discuss the characteristics of developmental dyslexia in a regular writing system.

Difficulty with Phonological Processing:

One of the most common characteristics of dyslexia in a regular writing system is difficulty with phonological processing. Phonological processing refers to the ability to recognize and manipulate sounds in language. Individuals with dyslexia have difficulty with phonemic awareness, which is the ability to identify and manipulate individual sounds in words. This difficulty can make it challenging to learn to read and spell, as both activities require the ability to recognize and manipulate sounds.

Difficulty with Word Decoding:

Word decoding is the ability to recognize written words by matching them to their corresponding sounds. Individuals with dyslexia have difficulty with word decoding, which can make it challenging to read fluently. They may have difficulty recognizing common sight words and may struggle with reading unfamiliar words.

Slow and Labored Reading:

Individuals with dyslexia may also exhibit slow and labored reading. They may struggle to read individual words and may take longer to process written text. This difficulty can make reading comprehension challenging, as it requires the ability to read fluently and accurately.

Difficulty with Spelling:

Dyslexia can also affect an individual's ability to spell. Individuals with dyslexia may have difficulty recognizing and remembering the correct spelling of words. They may also need help with phonemic awareness, which can make it difficult to understand the relationship between sounds and letters.

Difficulty with Working Memory:

Working memory refers to the ability to hold and manipulate information in one's mind. Individuals with dyslexia may have difficulty with working memory, which can affect their ability to read and write. They may have difficulty remembering the sounds of words or recalling spelling rules.

Difficulty with Executive Function:

Executive function refers to the ability to plan, organize, and carry out tasks. Individuals with dyslexia may have difficulty with executive function, which can make it challenging to complete written assignments. They may need help to organize their thoughts or to complete tasks promptly.

Developmental dyslexia is a common learning disability that affects an individual's ability to read and write. The characteristics of dyslexia can vary depending on the writing system, but some common characteristics include difficulty with phonological processing, word decoding, slow and labored reading, spelling, working memory, and executive function. With early detection and intervention, individuals with dyslexia can learn to read and write more effectively, improving their academic and personal lives.

Wrapping things up, the MLA format stands as a beacon of academic integrity, ensuring clarity and consistency in our scholarly communications. Mastering the intricacies of 12-point fonts, double spacing, headers, and the rest can initially seem daunting, but they form the bedrock of effective communication in this format. The pillars discussed in this guide, spanning in-text citations to the architecture of the 'works cited' page, are foundational for anyone aspiring to perfect their essays in MLA.

While clarity in formatting is vital, the art of writing remains at the core of any impactful essay. This is where resources, like , can offer valuable support, streamlining both the writing and formatting processes. And when the journey of essay writing gets particularly challenging, turning to tools like our essay writer can provide that extra push, assisting from brainstorming to final proofreading. As you delve deeper into the realm of MLA and essay writing, always remember that the right tools can make all the difference.

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Yale Dyslexia

How My Diagnosis Improved my College Experience

By blair kenney.

college essays about dyslexia

My diagnosis marked the first step along my path toward self-exploration and self-acceptance -Blair Kenney

I was diagnosed with dyslexia during the summer of my sophomore year at Yale University. After the diagnosis, I slowly began to see my struggles in school in a more positive light. Ways I had developed to compensate in high school—such as taking extra science classes to avoid long reading lists, memorizing the prepositions for every verb that I planned to use in an upcoming in-class essay, and taking creative writing classes to escape having to organize my writing to support a thesis—no longer seemed to be silly techniques to mask my inadequacies.  When my learning specialist convinced me that I was an intelligent person with a reading disorder, I gradually stopped hiding from what I was most afraid of—the belief that I was a person of mediocre intelligence with overambitious goals for herself.  As I slowly let go of this fear, I became much more aware of my learning issues.  For the first time, I felt that I could dig below the surface of my unhappiness in school without being ashamed of what I might find.

college essays about dyslexia

Before I received my diagnosis, I did not grant myself much permission to individualize the way that I studied; I saw such allowances as only confirming the fact that I was not as smart as my peers.  Since receiving my diagnosis, however, I have become a much better advocate for my learning needs and have enjoyed school much more as a result.  The energy that I had spent covering up this important side of myself could now be used to ask for help and to explore the ways that I most successfully learn.

college essays about dyslexia

Seeking a learning specialist and having my concerns validated with an official diagnosis of a learning disability gave my confidence a much-needed boost.  For many years, I felt misunderstood in school.  When I would tell my parents that I was concerned that I seemed to read more slowly than my peers, their response was, “Blair, you think too much.  Don’t compare yourself to other people in this way.”  In addition, my teachers in high school did not inquire about why I was consistently the last student in the class to finish tests, often checking and rechecking my work, but instead seemed to write me off as a stressed-out overachiever.

When I first heard that I had dyslexia, I was overwhelmed by emotions; I was angry, sad, and very confused.  With time, I began to see my diagnosis as a self-affirmation.  I had been correct in suspecting that I had a problem with learning, when many of the adults around me said that the only issue was my anxiety.  I had adapted to school, devising personal coping strategies and learning techniques.

college essays about dyslexia

ABOUT THE AUTHOR: Blair graduated in 2008 from Yale with a degree in psychology.  Currently, she has a Yale fellowship in child development and early childhood education, and works with children in kindergarten.  She plans to get a PhD in developmental psychology and to work with children with learning disabilities and their families.

college essays about dyslexia

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The learning skill of dyslexia.

Dyslexia is a serious problem that most people been facing, and other kids find it difficult to learn better in school. In this paper i will be talking more on people that have it, and thing that comes with this reading disorder called dyslexia. I...

Features Of Teaching Pupils With Dyslexia

As a specialist teacher, it is important to understand the behaviours which could indicate dyslexia and understand the learner’s particular needs to support the intervention process. I am dyslexic myself and as a teacher, I have always been interested in difficulties dyslexic people encounter over...

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Affecting between 5 to 10 percent of people, dyslexia is a common condition characterized by a learning disability in reading (Team, 2019). Those who are dyslexic often have trouble reading at a stable pace and they have a hard time reading without stumbling over words...

The Way Adult Can Help Dyslexic Students At School

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Importance Of Early Treatment Of Dyslexia

Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other...

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Early Interventions and Identification of Dyslexia

Introduction: Developmental dyslexia and how it relates to brain function are complicated topics that researchers have been studying since dyslexia was first described over a hundred years ago. Having information about the likely explanation for and potential cause of the student's difficulties often relieves teachers'...

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3. Clinical, Social, and Emotional Aspects Of Dyslexia

4. The Way Adult Can Help Dyslexic Students At School

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Should I talk about dyslexia in my college essay? (Twice Exceptional)

Im a high school junior and I am dyslexic but I’m also a twice exceptional student, meaning I’m gifted and have a learning disability. I am near the top of my class, valedictorian, and have a good SAT score so I plan on applying to some very competitive schools. I am wondering if I should talk about being dyslexic in one of my essays because it is a big part of who I am and something that I am proud of but I am worried that colleges may see it as a negative. I would love to write about how I have overcome my dyslexia and it taught me to be accepting of everyone and to be hard working. However, my essay won’t be about how I don’t use extra time or any accommodations, like the one example essay I have seen for a competitive college about dyslexia because I have an IEP and use accommodations and I think that they are really important. I am really passionate about the idea that everyone with a learning disability should have access to accommodations and try to encourage other dyslexics in high school to get an IEP. At the same time, I know that being 2e is not well known and I worry that a college would count that as a negative towards me, especially if its a toss up between me and someone else but then I think that it could possibly put me over the edge because I have overcome it. I would love any opinions about whether it would be a negative.

It would be fine to write about it. Just keep it positive – about what you learned, how it impacted you, how it made you who you are today, shaped your views etc. Don’t let it turn into a “poor me” essay.

I definitely think you should talk about that in your essays. And I think that any college that does not see that as an asset, and/or does not understand what 2E is is not a college you want to go to anyway. Have you read the book The Dyslexic Advantage? I suggest reading that, although it sounds like you already understand the flipside of dyslexia. Concepts in the book, combined with your own experience, will make for a really great essay.

Maybe write about how you being dyslexic and using accommodations has spurred you to be an advocate for others?

Because “I have dyslexia and use accommodations and worked hard” is not interesting, but “I used accommodations to level the playing field for me and think everyone else should have the same chance and did something about it” is very interesting.

Agree with bopper, this can either be a very boring topic or a very interesting topic depending on how you write it. I would suggest coming up with a couple of other ideas as well to use as back ups.

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Dyslexia College Essays Samples For Students

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For starters, you should browse our large collection of free samples that cover most various Dyslexia College Essay topics and showcase the best academic writing practices. Once you feel that you've determined the key principles of content organization and drawn actionable insights from these expertly written College Essay samples, putting together your own academic work should go much easier.

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Free Essay About Dyslexia: Definition And Support By Educators And Medics

Essay on dyslexia an informative speech, introduction.

When we hear the word dyslexia, the first thing that comes to mind is that, “Oh, Tom Cruise had it!” We also mention other celebrities such as Orlando Bloom, Cher, Steven Spielberg, etc. Oh yes, Steve Jobs also suffered from it (Famous Dyslexic People, p, 1). We often thought that they have had an insurmountable amount of disability yet we really never know what it is. At best, we often feel the admiration for these people because despite the disease, they have become successful. However, what exactly is dyslexia? Is it really difficult to overcome? How could people overcome it?

Exemplar Essay On Rights Of Children With Dyslexia To Write After

Rights of children with dyslexia.

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How E-Readers And Other Technologies Can Help Kids With Reading Disorders Essay Example

Dyslexia informative speech essay example.

Dyslexia is one of the most common learning difficulties. It was first introduced in 1884 by R. Berlin, a German ophthalmologist. He used it to describe a particular reading disturbance in the lack of a pathological condition in the visual organs to contain it. In his publication three years later, Berlin defined that dyslexia is caused by a left-sided cerebral lesion (p. 1). He presumed right handedness and spoke of "word-blindness."

A Knowledgeable, Compassionate Quest To Help Others Essay Examples

Expertly crafted essay on understanding dyslexia in both educational and medical institutions.

The purpose of this research is to aces the familiarity and perception of the people with dyslexia condition and understand dyslexia itself in both medical and educational standpoints. To assess the information, an open-ended questionnaire was used. Prevalence of the disease, its symptoms and management plans where the key concepts sought in the survey.

The following the guiding research questions

What is the ways educator and medical professionals define dyslexia and support What is the ways teacher and medical professionals define dyslexia and support individuals who suffer from the effects of these learning disabilities?

What are the best techniques should teachers use to teach students with dyslexia?

Rights to children and families essay, rights of children and families, good jerry pinkney: his works of art, struggles and accomplishments essay example, good essay on behavioral management in primary schools, description of the challenge, expertly crafted essay on special education policy case review, synthesis of learning essay sample, in the child's mind: language acquisition and mastery, vaccines and the risk of autism essay examples, family assessment essay.

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Essay Writing and Dyslexia: Tips for Overcoming Common Challenges | Dyslexia UK

college essays about dyslexia

Essay Writing and Dyslexia: Tips for Overcoming Common Challenges

Writing essays and assignments can be challenging for anyone, but for people with dyslexia, it can be an even greater struggle. Despite having great ideas, individuals with dyslexia may find it difficult to present their thoughts in a coherent, organised, and succinct manner. However, there are steps that can help to overcome these difficulties and improve one’s essay writing skills. This blog post aims to provide fundamental guidance to people of all ages in overcoming common areas of difficulty when it comes to essay writing.

Understand the Question

A common mistake that students make in exams and essays is misunderstanding the task at hand. The question or title may include a topic, but it also contains command terms. Command terms are key to answering exam and essay questions successfully. The topic part of the question tells you what to write about, while the command word tells you how to answer the question. Examples of command words include discuss, compare, show, how, argue, give your own opinion, among others. It’s important to understand the command word and follow the specific instructions to answer the question correctly. A list of command words and their definitions can be found at:

An organised structure is essential in essay writing. A clear structure helps to organise thoughts and leads the reader through the essay’s argument in an ordered way. A well-structured essay is easier to read and understand, resulting in higher grades. A good structure should include the following elements:

Introduction: This is where the writer outlines what the essay is about, explains the ‘journey’ of their ideas, and tells the reader what the argument will be about. It’s essential to double-check that these points lead back to the essay question. It may be easier to write the introduction at the end when the writer knows precisely what they have written in the essay.

Paragraph 1: This is the first topic or area covered in the essay. The writer should make their point about this topic, provide evidence to back it up, and evaluate what this point means and what can be concluded from it. The first paragraph should include a link sentence that links or prepares the reader for the next point.

Next 3-5 paragraphs: These should follow a similar format to paragraph 1, covering different topics or areas. It’s crucial to keep checking back to the title to ensure focus on the topic.

Conclusion: This is similar to the first paragraph, but instead of explaining what the essay is about, it tells the reader what the writer has found, argued, or discussed in the essay. The conclusion should only cover the points already included in the essay and not add new information. One or two sentences should cover each point, using different vocabulary and terminology to what was used in the paragraphs. The conclusion should end with one final sentence summarising the main argument.

Write for Reader Interest

Interesting ideas and points can be lost to the reader if not presented in an engaging manner. Tips to make writing more interesting include:

Different sentence lengths: This not only makes writing more interesting but also encourages writing in shorter sentences. Long sentences can lead to losing the sentence’s meaning, and it’s essential not to be afraid to split them into two or three separate sentences.

Avoid repetition: Using the same word to start sentences or within sentences can make writing dull. Using a thesaurus to find alternative words can help avoid repetition.

Read work aloud: Reading work not only checks for typos, capital letters, spelling errors, and grammatical mistakes, but it also helps to see if it makes sense. Reading aloud can help to identify errors such as omitting words.

Information on handwriting difficulties can be found here:

Whilst for free touch typing programmes read this:

This post covers common spelling difficulties:

To discuss your concerns with a dyslexia assessor, please  click here

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"I'm writing [my essay] about my struggles with dyslexia, and I'm writing it backwards."

I'm watching "The Perfect Date" on Netflix, and this line cracked me up. I'm in the process of going back to school to become a teacher for kids like me, so I've got also got college essays on the mind. Thought I'd share with some people who might be in the same situation! :)

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Anatomy of an AI Essay

How might you distinguish one from a human-composed counterpart? After analyzing dozens, Elizabeth Steere lists some key predictable features.

By  Elizabeth Steere

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Since OpenAI launched ChatGPT in 2022, educators have been grappling with the problem of how to recognize and address AI-generated writing. The host of AI-detection tools that have emerged over the past year vary greatly in their capabilities and reliability. For example, mere months after OpenAI launched its own AI detector, the company shut it down due to its low accuracy rate.

Understandably, students have expressed concerns over the possibility of their work receiving false positives as AI-generated content. Some institutions have disabled Turnitin’s AI-detection feature due to concerns over potential false allegations of AI plagiarism that may disproportionately affect English-language learners . At the same time, tools that rephrase AI writing—such as text spinners, text inflators or text “humanizers”—can effectively disguise AI-generated text from detection. There are even tools that mimic human typing to conceal AI use in a document’s metadata.

While the capabilities of large language models such as ChatGPT are impressive, they are also limited, as they strongly adhere to specific formulas and phrasing . Turnitin’s website explains that its AI-detection tool relies on the fact that “GPT-3 and ChatGPT tend to generate the next word in a sequence of words in a consistent and highly probable fashion.” I am not a computer programmer or statistician, but I have noticed certain attributes in text that point to the probable involvement of AI, and in February, I collected and quantified some of those characteristics in hopes to better recognize AI essays and to share those characteristics with students and other faculty members.

I asked ChatGPT 3.5 and the generative AI tool included in the free version of Grammarly each to generate more than 50 analytical essays on early American literature, using texts and prompts from classes I have taught over the past decade. I took note of the characteristics of AI essays that differentiated them from what I have come to expect from their human-composed counterparts. Here are some of the key features I noticed.

AI essays tend to get straight to the point. Human-written work often gradually leads up to its topic, offering personal anecdotes, definitions or rhetorical questions before getting to the topic at hand.

AI-generated essays are often list-like. They may feature numbered body paragraphs or multiple headings and subheadings.

The paragraphs of AI-generated essays also often begin with formulaic transitional phrases. As an example, here are the first words of each paragraph in one essay that ChatGPT produced:

  • “In contrast”
  • “Furthermore”
  • “On the other hand”
  • “In conclusion.”

Notably, AI-generated essays were far more likely than human-written essays to begin paragraphs with “Furthermore,” “Moreover” and “Overall.”

AI-generated work is often banal. It does not break new ground or demonstrate originality; its assertions sound familiar.

AI-generated text tends to remain in the third person. That’s the case even when asked a reader response–style question. For example, when I asked ChatGPT what it personally found intriguing, meaningful or resonant about one of Edgar Allan Poe’s poems, it produced six paragraphs, but the pronoun “I” was included only once. The rest of the text described the poem’s atmosphere, themes and use of language in dispassionate prose. Grammarly prefaced its answer with “I’m sorry, but I cannot have preferences as I am an AI-powered assistant and do not have emotions or personal opinions,” followed by similarly clinical observations about the text.

AI-produced text tends to discuss “readers” being “challenged” to “confront” ideologies or being “invited” to “reflect” on key topics. In contrast, I have found that human-written text tends to focus on hypothetically what “the reader” might “see,” “feel” or “learn.”

AI-generated essays are often confidently wrong. Human writing is more prone to hedging, using phrases like “I think,” “I feel,” “this might mean …” or “this could be a symbol of …” and so on.

AI-generated essays are often repetitive. An essay that ChatGPT produced on the setting of Rebecca Harding Davis’s short story “Life in the Iron Mills” contained the following assertions among its five brief paragraphs: “The setting serves as a powerful symbol,” “the industrial town itself serves as a central aspect of the setting,” “the roar of furnaces serve as a constant reminder of the relentless pace of industrial production,” “the setting serves as a catalyst for the characters’ struggles and aspirations,” “the setting serves as a microcosm of the larger societal issues of the time,” and “the setting … serves as a powerful symbol of the dehumanizing effects of industrialization.”

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AI writing is often hyperbolic or overreaching. The quotes above describe a “powerful symbol,” for example. AI essays frequently describe even the most mundane topics as “groundbreaking,” “vital,” “esteemed,” “invaluable,” “indelible,” “essential,” “poignant” or “profound.”

AI-produced texts frequently use metaphors, sometimes awkwardly. ChatGPT produced several essays that compared writing to “weaving” a “rich” or “intricate tapestry” or “painting” a “vivid picture.”

AI-generated essays tend to overexplain. They often use appositives to define people or terms, as in “Margaret Fuller, a pioneering feminist and transcendentalist thinker, explored themes such as individualism, self-reliance and the search for meaning in her writings …”

AI-generated academic writing often employs certain verbs. They include “delve,” “shed light,” “highlight,” “illuminate,” “underscore,” “showcase,” “embody,” “transcend,” “navigate,” “foster,” “grapple,” “strive,” “intertwine,” “espouse” and “endeavor.”

AI-generated essays tend to end with a sweeping broad-scale statement. They talk about “the human condition,” “American society,” “the search for meaning” or “the resilience of the human spirit.” Texts are often described as a “testament to” variations on these concepts.

AI-generated writing often invents sources. ChatGPT can compose a “research paper” using MLA-style in-text parenthetical citations and Works Cited entries that look correct and convincing, but the supposed sources are often nonexistent. In my experiment, ChatGPT referenced a purported article titled “Poe, ‘The Fall of the House of Usher,’ and the Gothic’s Creation of the Unconscious,” which it claimed was published in PMLA , vol. 96, no. 5, 1981, pp. 900–908. The author cited was an actual Poe scholar, but this particular article does not appear on his CV, and while volume 96, number 5 of PMLA did appear in 1981, the pages cited in that issue of PMLA actually span two articles: one on Frankenstein and one on lyric poetry.

AI-generated essays include hallucinations. Ted Chiang’s article on this phenomenon offers a useful explanation for why large language models such as ChatGPT generate fabricated facts and incorrect assertions. My AI-generated essays included references to nonexistent events, characters and quotes. For example, ChatGPT attributed the dubious quote “Half invoked, half spontaneous, full of ill-concealed enthusiasms, her wild heart lay out there” to a lesser-known short story by Herman Melville, yet nothing resembling that quote appears in the actual text. More hallucinations were evident when AI was generating text about less canonical or more recently published literary texts.

This is not an exhaustive list, and I know that AI-generated text in other formats or relating to other fields probably features different patterns and tendencies . I also used only very basic prompts and did not delineate many specific parameters for the output beyond the topic and the format of an essay.

It is also important to remember that the attributes I’ve described are not exclusive to AI-generated texts. In fact, I noticed that the phrase “It is important to … [note/understand/consider]” was a frequent sentence starter in AI-generated work, but, as evidenced in the previous sentence, humans use these constructions, too. After all, large language models train on human-generated text.

And none of these characteristics alone definitively point to a text having been created by AI. Unless a text begins with the phrase “As an AI language model,” it can be difficult to say whether it was entirely or partially generated by AI. Thus, if the nature of a student submission suggests AI involvement, my first course of action is always to reach out to the student themselves for more information. I try to bear in mind that this is a new technology for both students and instructors, and we are all still working to adapt accordingly.

Students may have received mixed messages on what degree or type of AI use is considered acceptable. Since AI is also now integrated into tools their institutions or instructors have encouraged them to use—such as Grammarly , Microsoft Word or Google Docs —the boundaries of how they should use technology to augment human writing may be especially unclear. Students may turn to AI because they lack confidence in their own writing abilities. Ultimately, however, I hope that by discussing the limits and the predictability of AI-generated prose, we can encourage them to embrace and celebrate their unique writerly voices.

Elizabeth Steere is a lecturer in English at the University of North Georgia.

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Guest Essay

Notes From a Formerly Unpromising Young Person

A small clay figure sits on a chair, with a dark cloud pouring rain on her. A larger clay figure hands her an umbrella.

By Rachel Louise Snyder

Ms. Snyder is a contributing Opinion writer and the author of the memoir “Women We Buried, Women We Burned.”

In 2007 my email inbox dinged with a name I recognized but hadn’t seen in more than 20 years. I was living at the time in Phnom Penh, Cambodia, working as a journalist. I recorded stories from across Southeast Asia for public radio and was about to publish my first book. The email’s sender said he’d wanted to reach out to me for a long time. He was retired and was driving a camper through the West and Southwest United States with his wife. And he’d never forgotten me.

His name was Jim Dollinger. Dean Jim Dollinger, if you want to be professional about it. For two years, he watched the implosion of my dismal high school career from his administrative perch as dean of students. In the email, he said he’d followed my work in the two decades since, reading some of my early writing in The Chicago Tribune, where I got my start, and every now and again he looked me up to see what I was up to.

And then he apologized. He apologized to me. He said he felt the school had failed me. “Schools just didn’t know what to do with kids like you in those days,” he wrote; they weren’t equipped to deal with my situation.

My situation was this: I was finishing my sophomore year of high school and had probably attended fewer days than I’d missed. I’d failed nearly all my classes, and my transcript boasted a 0.47. (I say “boasted” because you really do have to miss quite a lot of school to fail so spectacularly.) Then there were the fistfights. The weed. The acid.

All of this was the public face of my private hell. My mother died when I was 8, and my father remarried quickly, moved us across the country and enrolled us in a religious school, throwing my brother and me into physical and emotional chaos. My new family and those in our social circles used the scrim of evangelicalism to justify or ignore stunning levels of abuse and violence. My response to this was to fight back, to sneak out, to do whatever drugs I could corral, to fight, to flee. Once, I sat on the floor in front of my father slicing at my wrists with a fishing knife.

But it was the suspensions that did me in at school; more than seven in a single academic year doomed you. And I had well over seven. I might have had 17.

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6 steps to create your winning college list.

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CHAPEL HILL, NORTH CAROLINA - JUNE 29: People walk on the campus of the University of North Carolina ... [+] Chapel Hill on June 29, 2023 in Chapel Hill, North Carolina. The U.S. Supreme Court ruled that race-conscious admission policies used by Harvard and the University of North Carolina violate the Constitution, bringing an end to affirmative action in higher education. (Photo by Eros Hoagland/Getty Images)

Navigating the college admissions landscape in 2024 demands a comprehensive understanding of current trends while ensuring that each student's unique values and needs are aligned with their chosen institutions. Here are practical steps to guide you in creating a winning college list that aligns with your values and goals.

Step 1: Define Your College Criteria

Start by identifying what's important to you in a college experience. Consider factors like location, size, academic programs, extracurricular opportunities, and campus culture. Understanding your preferences will help you narrow down your options.

Rank Your Needs

Below is a list of needs your future college could meet for you. Beside each item, rank it on a scale of 1 to 4.

  • 1 = Non-negotiable
  • 2 = Important
  • 3 = Semi-important
  • 4 = Unimportant

Your College Needs

  • Long distance from current home
  • Friends from high school will be there
  • Internship opportunities in my future career
  • Politically engaged student body
  • Near nature, lots of outdoor activities
  • Attractive program in my desired major
  • School with high name-brand recognition, prestigious
  • Good sorority/fraternity scene
  • Beautiful environment
  • Cool college town, lots of off-campus opportunities
  • Strong study abroad program
  • Strong religious affiliation/spiritual opportunities
  • Strong alumni network
  • Chance to play collegiate sports
  • Diverse student body
  • Can drive home easily

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This list is by no means comprehensive. You may have a completely different set of priorities than the ones featured here. The point is this: The sooner you get real about what your needs are, the sooner you can cross schools from your list that don’t meet them. You’re the one going to college; you’re the boss of your experience.

Step 2: Research College Cultures And Values

Dig into the culture and values of each college you're considering. Start by visiting the university's website and reading their mission and vision statements. This can provide insight into what the institution values and strives to achieve.

For example, Carnegie Mellon University's Tepper School of Business emphasizes critical thinking and leadership. The school’s mission statement reads: "To create value for business and society by providing intellectual leadership, advancing the science and practice of management, and developing ethical leaders to be the agents of change in a world driven by technology and innovation.” Its motto, "My heart is in the work," suggests a deep commitment to integrating passion with profession. Does this resonate with your values and how you see your future?

To further understand a college's culture, go straight to the source: the student newspaper. Student newspapers offer candid student perspectives. For instance, a student at Stanford University might describe the entrepreneurial spirit on campus, while a student at Swarthmore College might highlight the collaborative and socially conscious atmosphere.

Step 3: Investigate Strategic Goals

Many people often express frustration with the perceived opacity of the college admissions process, and their concerns are not unfounded. However, if you want insight into the types of students likely to be admitted in the upcoming year, it’s essential to examine the college's strategic goals for the next few years. This information is usually available in their strategic plan, which can be found on their website. Look for documents that detail the institution's goals and the strategies they plan to implement to achieve them.

For instance, Stanford University’s strategic plan emphasizes sustainability and interdisciplinary research. If you are passionate about environmental science, Stanford’s focus on sustainability might align well with your interests. Conversely, the University of Chicago may highlight its commitment to rigorous intellectual inquiry and civic engagement, which appeals to students who value deep academic exploration and community involvement.

By understanding a school's strategic goals, you can determine whether the institution’s direction aligns with your academic and personal aspirations. For example, if Carnegie Mellon's Tepper School of Business prioritizes fostering innovation and using data for social good, and you have experience in launching nonprofits or working with big data, you can highlight this alignment in your application. This approach not only enhances your application but also ensures that you choose a school where you can thrive and contribute meaningfully.

Step 4: Explore Academic Offerings And Structures

When deciding on a major , it's crucial to investigate the academic programs and structures at each college. Understand the scheduling systems, core curriculum requirements, and research opportunities within your intended major.

For example, Brown University offers an open curriculum, allowing students the flexibility to design their own educational paths without mandatory general education requirements. This approach might appeal to applicants eager to explore diverse academic fields. On the other hand, Columbia University’s Core Curriculum ensures all students, regardless of major, receive a broad-based education in the liberal arts, appealing to those who value a structured and comprehensive academic foundation.

Check specific departmental websites for detailed information about faculty, ongoing research projects, and student involvement in research. These resources will give you a clearer picture of the academic environment and opportunities available in your chosen field, helping you make an informed decision about which college will best support your academic and career aspirations.

Step 5: Follow the Money

This might sound counterintuitive but hear me out. If you want to know which students a college will likely admit in the next few years, look at where the college is investing its resources. Recent donations and funding priorities can provide clear indicators of the school's current and future focuses.

For example, if you're interested in studying music business (full disclosure: I was a music business major), Belmont University should be on your radar. In April 2024, the school received a $58 million donation from a music executive to expand its programs. Such significant funding can lead to better facilities, more research opportunities, and potentially more seats and scholarships for students in those programs.

To research your favorite colleges, use resources like The Chronicle of Philanthropy to see where significant donations have been made. If your intended program has recently received a large donation, it could mean enhanced resources and opportunities for you. Conversely, if a college you’re considering is directing funds into programs or initiatives that don’t align with your interests, it might be worth reconsidering your choice.

Understanding where a college allocates its financial resources can help you to ensure alignment between your academic and career goals with the institution's strengths and priorities.

Step 6: Build Connections

It’s not only what you know; it’s who you know. A strategic step in creating a college list is to establish relationships with alumni, current students, professors, and administrators. Networking with individuals who are currently attending or have previously attended the colleges you’re interested in will give you a personalized and in-depth view of each institution.

Alumni networks, campus visits, and informational interviews can provide invaluable insights. Reach out to alumni through LinkedIn or your high school's alumni network. Attend college fairs and visit campuses if possible. During your visit, engage with current students and faculty to get a sense of the campus atmosphere and academic environment. Remember to send thank-you notes and follow-up messages after every interaction.

When building your college list, remember that it's not about finding the best college—it's about finding the best college for you. You are not just choosing a college; you are shaping your future. Make sure it’s a future that aligns with who you are and who you want to become.

When you apply to college, share your talents with the institutions that will appreciate them. You’ll know which ones they are once you follow this guide to success.

Dr. Aviva Legatt

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