The Dyslexic Signal

Lauren Divine
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The Dyslexic Signal is your space to explore dyslexia without stigma or confusion. Hosted by Lauren Divine, each episode dives into practical tools, inspiring stories, and expert strategies to help dyslexic individuals thrive in school, work, and life. Whether you’re a parent, teacher, or neurodivergent learner yourself—you’ll find real talk, real solutions, and a community that truly gets it. Every week, we debunk misconceptions, celebrate neurodiverse brilliance, and amplify empowering insights from everyday heroes with dyslexia. This is your space to be seen, heard, and inspired. 🧠 Real Talk. Bold Stories. Brighter Futures. Subscribe now—and let’s change the conversation, one episode at a time.

  1. 6h ago

    Which Dyslexia Tools Actually Help? A Real-Life Test of Text-to-Speech, Speech-to-Text, Reminders, and AI

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! Technology can reduce the mental load of dyslexia—but the wrong tool can add another password, notification, subscription, or complicated system to manage. In this episode of The Dyslexic Signal, Lauren and Harrison ask: Which dyslexia tools actually help? They test four categories of support against common real-life barriers: Text-to-speech for accessing written informationSpeech-to-text for capturing ideas before they disappearDigital reminders and checklists for instructions and deadlinesGenerative AI for organizing, simplifying, and reviewing informationRather than ranking particular brands, the episode provides four practical questions for evaluating any tool: Does it address the actual barrier? Is it reasonably easy to use? Does it improve accuracy or independence? Does it create a new problem? Listeners will learn why assistive technology and reading instruction serve different purposes, why one tool will not work equally well for everyone, and why important AI-generated information must be checked against trustworthy sources. The episode also introduces a one-week experiment for measuring whether a tool genuinely saves time, reduces errors, improves understanding, or lowers mental overload. Key message: The best dyslexia tool is not necessarily the newest, most expensive, or most popular. It is the tool that reduces your specific barrier without creating a greater burden. Resources International Dyslexia Association. Overview of Instructional and Assistive Technology: Critical Tools for Students Who Struggle. https://dyslexiaida.org/instructional-and-assistive-technology-maximizing-the-benefits-for-students-who-struggle/ International Dyslexia Association. Accommodations for Students With Dyslexia. https://dyslexiaida.org/accommodations-for-students-with-dyslexia/ Wood, S. G., Moxley, J. H., Tighe, E. L., and Wagner, R. K. Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. https://pubmed.ncbi.nlm.nih.gov/28112580/ Perelmutter, B., McGregor, K. K., and Gordon, K. R. Assistive Technology Interventions for Adolescents and Adults With Learning Disabilities: An Evidence-Based Systematic Review and Meta-Analysis. https://pmc.ncbi.nlm.nih.gov/articles/PMC5736156/ UNESCO. Guidance for Generative AI in Education and Research. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research Disclaimer This podcast provides general educational information and lived experience. Technology needs vary, and not every tool fits every person or task. Families and students should consult their school team or another qualified professional regarding individualized instruction, accommodations, and assistive technology. Understand the signal. Reduce the shame. Make the next step possible.

    Which Dyslexia Tools Actually Help? A Real-Life Test of Text-to-Speech, Speech-to-Text, Reminders, and AI

  2. Oct 30

    Why Can I Think It Clearly but Struggle to Say It? Dyslexia, Word Retrieval, and Communication.

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! Have you ever had a clear, complete thought in your mind—but struggled to find the words to say it? In this episode of The Dyslexic Signal, Lauren and Harrison explore why some dyslexic people may need additional time to retrieve words, organize their thoughts, and express themselves—especially when they are interrupted, placed under pressure, or expected to answer immediately. You will learn how speaking involves several mental processes, including understanding the question, holding information in working memory, retrieving words, arranging ideas, and monitoring the listener’s response. The episode also explains why difficulty expressing an idea quickly does not necessarily mean a person lacks knowledge or understanding. Lauren and Harrison share practical strategies for school, work, appointments, presentations, and everyday conversations, including: Using a prepared sentence to request thinking timeWriting three key words before speakingRehearsing the opening sentenceRequesting questions or instructions in writingFollowing up through email or another communication methodAllowing dyslexic speakers time to finish without interruptionListeners are encouraged to identify situations where communication becomes most difficult and test one support that may help. Important reminder: Needing time to find the words does not mean you have nothing valuable to say. Resources: International Dyslexia Association. Oral Language Impairments and Dyslexia. https://pa.dyslexiaida.org/about-dyslexia/fact-sheets/oral-language-impairments-and-dyslexia/International Dyslexia Association. Testing and Evaluation. https://eida.org/testing-and-evaluation/American Speech-Language-Hearing Association. Adolescent Literacy and Older Students With Learning Disabilities. https://www.asha.org/policy/TR2008-00304/Adlof, S. M., and Hogan, T. P. (2018). Understanding Dyslexia in the Context of Developmental Language Disorders. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0049Wiseheart, R., Altmann, L. J. P., Park, H., and Lombardino, L. J. (2018). Spoken Sentence Production in College Students With Dyslexia: Working Memory and Vocabulary Effects. International Journal of Language & Communication Disorders. https://doi.org/10.1111/1460-6984.12353Disclaimer: This podcast provides general educational information and lived experience. Dyslexia primarily affects accurate or fluent word reading and spelling, and not every dyslexic person experiences spoken-language difficulties. Discuss new, severe, or worsening communication problems with an appropriately qualified healthcare or speech-language professional. Understand the signal. Reduce the shame. Make the next step possible.

    Why Can I Think It Clearly but Struggle to Say It? Dyslexia, Word Retrieval, and Communication.

  3. Oct 24

    Why Do I Still Feel “Slow”? Healing the Shame Dyslexia Can Leave Behind

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! Being called slow, lazy, careless, or unprepared can leave a mark—especially when you are working harder than anyone realizes. In this episode of The Dyslexic Signal, Lauren Divine and Harrison Cole explore how repeated academic frustration, comparison, misunderstanding, and public mistakes can affect the confidence of dyslexic teenagers and adults. You will learn how a genuine learning difficulty can become a painful identity, why some people hide their struggles, and how avoidance, perfectionism, humor, silence, anger, or pretending not to care may sometimes be attempts to protect against embarrassment. The episode also explains the important difference between accountability and shame. Supporting someone does not mean removing appropriate expectations. It means creating a fair path for learning, improvement, and success. Lauren and Harrison share five practical steps for challenging the “slow” label: Identify the negative message you receivedReplace judgment with accurate languageCollect evidence of your abilitiesFind at least one safe, supportive personPractice clear and respectful self-advocacyListeners will also be guided through the 3-2-1 Confidence Card: three pieces of evidence about what they do well, two supports that help them learn, and one sentence they can use to ask for help. Who This Episode Is For Dyslexic teenagers and adultsParents and caregiversTeachers, counselors, and school professionalsEmployers and managersAnyone carrying shame from past learning experiencesDisclaimer This podcast provides general educational information and lived experience. It is not intended to diagnose dyslexia, anxiety, depression, or another medical, psychological, developmental, or learning condition. It is not a substitute for an individualized evaluation or professional care. Persistent anxiety, hopelessness, withdrawal, school refusal, severe irritability, loss of interest, or continuing negative beliefs about oneself should be discussed with an appropriately qualified educational, psychological, or healthcare professional. Resources International Dyslexia Association—Social and Emotional Problems Related to Dyslexia: https://dyslexiaida.org/social-emotional/ Wilmot and colleagues—Growing Up With Dyslexia: Child and Parent Perspectives on School Struggles, Self-Esteem, and Mental Health: https://pmc.ncbi.nlm.nih.gov/articles/PMC10946500/ International Dyslexia Association—The Dyslexia–Stress–Anxiety Connection: https://dyslexiaida.org/the-dyslexia-stress-anxiety-connection/ You may have made mistakes, but you are not a mistake. Understand the signal. Reduce the shame. Make the next step possible.

    Why Do I Still Feel “Slow”? Healing the Shame Dyslexia Can Leave Behind

  4. Oct 16

    Why Do I Need More Time Even When I Know the Answer? Dyslexia, Processing Speed, and Time Pressure

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! Knowing the answer and producing it quickly aren't always the same. In this episode of The Dyslexic Signal, Lauren Divine and Harrison Cole explore why some dyslexic people need additional time to read, retrieve words, organize their thoughts, write responses, or follow multiple steps—especially under pressure. You will learn why processing speed is not the same as intelligence, how a seemingly simple assignment can involve several hidden mental tasks, and why timers may increase anxiety, mistakes, and mental blanks. The episode also helps listeners identify the real bottleneck: reading, remembering instructions, retrieving information, organizing ideas, or producing a written response. Lauren and Harrison share seven practical strategies, including: Requesting clear written instructionsPreviewing tasks before beginningReducing unnecessary copyingUsing assistive technology purposefullySeparating thinking from writingBuilding accuracy before speedUsing extended time with a specific planListeners will also receive respectful self-advocacy language for requesting support at school, at work, and during everyday conversations. Who This Episode Is For Dyslexic teenagers and adultsParents and caregiversTeachers and school professionalsCollege studentsEmployers and managersAnyone who understands the material but struggles to demonstrate it quicklyImportant Reminder Not every dyslexic person has difficulty with processing speed, and not everyone benefits from the same accommodation. Support should match the individual's documented needs. Extra time can provide access, but it does not replace appropriate instruction or intervention. Disclaimer This podcast provides general educational information and lived experience. It is not intended to diagnose dyslexia, processing difficulties, anxiety, or any other condition. It is not a substitute for an individualized evaluation or advice from a qualified educational, psychological, medical, or legal professional. Resources International Dyslexia Association—Testing and Evaluation: https://dyslexiaida.org/testing-and-evaluation/ International Dyslexia Association—Accommodations for Students With Dyslexia: https://dyslexiaida.org/accommodations-for-students-with-dyslexia/ International Dyslexia Association—Structured Literacy: https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/ ADA.gov—Testing Accommodations: https://www.ada.gov/resources/testing-accommodations/ Needing more time is not the same as knowing less. Understand the signal. Reduce the shame. Make the next step possible.

    Why Do I Need More Time Even When I Know the Answer? Dyslexia, Processing Speed, and Time Pressure

  5. Oct 9

    I Studied, So Why Can't I Remember It?

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! You studied the material. You understood it last night. But when the test began, your mind went blank. That experience can make a capable student believe they are lazy, unprepared, or not intelligent enough—but familiarity and retrieval are not the same thing. In this episode of The Dyslexic Signal, Lauren and Harrison explain why rereading can feel productive without always making information easier to recall. They introduce a practical, research-informed study framework: Retrieve: Practice bringing information back without looking. Space: Review it in short sessions across several days. Support: Use tools and approved accommodations that reduce unnecessary barriers. Listeners will learn a simple 20-minute study routine, what to do when the mind goes blank during a test, and respectful sentences teenagers can use to request help. The episode also explains that dyslexia does not automatically mean a person has a memory disorder. Dyslexia primarily affects reading and spelling, although some learners may also experience working-memory, processing-speed, attention, or anxiety-related difficulties. WHO THIS EPISODE IS FOR Dyslexic teenagers and adultsStudents who understand lessons but struggle during testsParents and caregiversTeachers, tutors, counselors, and school professionalsAnyone seeking practical, shame-free study strategiesDISCLAIMER This podcast provides general educational information and lived-experience perspectives. It does not diagnose dyslexia, anxiety, ADHD, a memory disorder, or any other condition, and it is not a substitute for an individualized evaluation or professional advice. Learning and memory difficulties can have several causes. New, severe, worsening, or persistent concerns should be discussed with an appropriately qualified healthcare, psychological, or educational professional. School accommodations should be based on the student’s documented individual needs and applicable school procedures. RESOURCES Roediger and Karpicke, Test-Enhanced Learning: https://doi.org/10.1111/j.1467-9280.2006.01693.x Karpicke and Roediger, The Critical Importance of Retrieval for Learning: https://doi.org/10.1126/science.1152408 Cepeda and colleagues, Spacing Effects in Learning: https://doi.org/10.1111/j.1467-9280.2008.02209.x U.S. Department of Education, Section 504 Resource Guide: https://www.ed.gov/media/document/parent-and-educator-resource-guide-section-504-public-elementary-and-secondary-schools-2016-21262.pdf Understand the signal. Reduce the shame. Make the next step possible.

    I Studied, So Why Can't I Remember It?

  6. Oct 2

    Why Do I Know the Material at Home but Go Blank During the Test

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! Have you ever understood the material at home, only to sit down for a test and feel as though everything disappeared? In this episode of The Dyslexic Signal, Lauren and Harrison explain why learning information and retrieving it under pressure are not always the same. For dyslexic students, the combined demands of reading, remembering directions, organizing an answer, managing time, and worrying about mistakes can heavily load working memory. You will learn: How working memory supports test performanceWhy anxiety can compete for attention and make retrieval harderWhy going blank does not automatically mean a student failed to studyTwo respectful sentences students can use to ask for helpThe five-part Recall Ready Plan for studyingA 60-second reset for moments when the mind goes blankHow the 3-2-1 Confidence Card can strengthen evidence-based confidenceWhy testing accommodations should be individualized and connected to what the test is designed to measureWho This Episode Is For Dyslexic teens and adults, parents and caregivers, teachers, counselors, learning specialists, and anyone trying to understand the gap between knowing the material and showing that knowledge during a test. Disclaimer This podcast provides general educational information and lived experience. It is not intended to diagnose dyslexia, anxiety, a memory disorder, or any other medical, psychological, developmental, or learning condition. It is not a substitute for an individualized evaluation or professional advice. Anyone experiencing severe, persistent, or worsening anxiety should speak with an appropriately qualified healthcare, mental-health, psychological, or educational professional. Resources Owens et al. (2014), anxiety, working memory, and cognitive test performance: https://pubmed.ncbi.nlm.nih.gov/24387098/ Nelson et al. (2015), test anxiety among students with reading disabilities: https://pubmed.ncbi.nlm.nih.gov/24153402/ What Works Clearinghouse, Organizing Instruction and Study to Improve Student Learning: https://ies.ed.gov/ncee/wwc/PracticeGuide/1 International Dyslexia Association, Accommodations for Students with Dyslexia: https://dyslexiaida.org/accommodations-for-students-with-dyslexia/ U.S. Department of Education, Section 504: https://www.ed.gov/laws-and-policy/individuals-disabilities/section-504 If this episode helps you understand a student differently, share it with one parent, teacher, counselor, or teen. Understand the signal. Reduce the shame. Make the next step possible.

    Why Do I Know the Material at Home but Go Blank During the Test

  7. Sep 23

    Why Do Dyslexic Teens Hide Their Struggles?

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! When a dyslexic teenager says, “I don’t care,” it may actually mean, “I care so much that I cannot let anyone see me struggle.” In this episode of The Dyslexic Signal, Lauren and Harrison explore how shame and stigma can affect dyslexic teenagers at home, at school, and in social situations. Listeners will learn how hidden shame can show up as anger, avoidance, perfectionism, joking, refusing to read aloud, hiding grades, or rejecting help. The episode explains why these behaviors should be approached with curiosity rather than immediately labeled as laziness, defiance, or a lack of motivation. Parents and educators will receive practical guidance for protecting confidence without lowering meaningful expectations. The episode also includes three self-advocacy scripts teenagers can use, strategies for responding to bullying, and a simple “3-2-1 Confidence Card” exercise that helps teens recognize their abilities, identify helpful supports, and ask for what they need. Who This Episode Is For Dyslexic teenagersParents and caregiversTeachers and school administratorsCounselors and educational professionalsMentors and youth advocatesAnyone supporting a young person with dyslexiaDisclaimer This podcast provides general educational information and lived-experience discussion. It is not intended to provide medical, psychological, educational, legal, or diagnostic advice. Dyslexia and emotional health affect each person differently. Parents and caregivers should consult appropriately qualified educational or healthcare professionals for individualized guidance. Take statements about wanting to die, feeling hopeless, being a burden, or having no reason to live seriously. In the United States, call or text 988 for the Suicide & Crisis Lifeline. Call 911 when there is immediate danger. Listeners outside the United States should contact their local emergency or crisis service. Resources Research on learning-disability stigma: https://doi.org/10.1177/00222194221087383 Growing up with dyslexia—child and parent perspectives: https://doi.org/10.1002/dys.1729 Developmental dyslexia and mental health: https://doi.org/10.3390/ijerph20021653 School connectedness and emotional well-being: https://doi.org/10.1002/dys.1775 StopBullying.gov—Youth with disabilities: https://www.stopbullying.gov/bullying/special-needs 988 Suicide & Crisis Lifeline: https://988lifeline.org/ If this episode helps you, follow The Dyslexic Signal and share it with one teenager, parent, teacher, or counselor who needs this conversation. Understand the signal. Reduce the shame. Make the next step possible.

    Why Do Dyslexic Teens Hide Their Struggles?

  8. Sep 16

    Dyslexia at Work: How to Ask for Help Without Feeling Less Capable

    Got something to say to this podcast? Send a voicemail, and you might hear yourself on the next episode! Asking for support at work does not make you less capable. It can help your true ability show. In this episode of The Dyslexic Signal, Lauren Divine and Harrison Cole explore the hidden effort many dyslexic employees put into managing dense emails, multistep verbal directions, proofreading, meetings, training, and workplace expectations. You will learn how to identify the specific barrier affecting your work, connect it to a practical solution, and ask for support clearly and professionally. The episode includes four ready-to-use request scripts, examples of possible workplace accommodations, guidance for deciding whether to disclose dyslexia, and advice for responding when the first conversation does not go well. Managers will also learn how clear priorities, written action items, accessible technology, examples, and private feedback can help capable employees perform at their best. Who This Episode Is For Dyslexic employees and job applicantsAdults who suspect dyslexia affects their workManagers, supervisors, and business ownersHuman Resources and workplace-support professionalsParents helping dyslexic teenagers prepare for employmentCoworkers and advocates who want more inclusive workplacesDisclaimer This episode provides general educational information and lived-experience discussion. It is not legal, medical, psychological, employment, or diagnostic advice. Workplace rights and accommodations depend on individual circumstances, essential job duties, employer coverage, location, and applicable law. Consult an appropriate workplace contact, qualified professional, or attorney for guidance about a specific situation. Resources U.S. Equal Employment Opportunity Commission — Disability Discrimination and Reasonable Accommodation: https://www.eeoc.gov/disability-discrimination-and-reasonable-accommodation-medical-inquiries-leave-and-telework EEOC — Job Applicants and the ADA: https://www.eeoc.gov/laws/guidance/job-applicants-and-ada Job Accommodation Network — Free, confidential accommodation guidance: https://askjan.org/ International Dyslexia Association — Dyslexia Basics: https://dyslexiaida.org/dyslexia-basics/ If this episode helps you, follow The Dyslexic Signal and share it with one employee, manager, or family member who needs this conversation. Understand the signal. Reduce the shame. Make the next step possible.

    Dyslexia at Work: How to Ask for Help Without Feeling Less Capable
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About

The Dyslexic Signal is your space to explore dyslexia without stigma or confusion. Hosted by Lauren Divine, each episode dives into practical tools, inspiring stories, and expert strategies to help dyslexic individuals thrive in school, work, and life. Whether you’re a parent, teacher, or neurodivergent learner yourself—you’ll find real talk, real solutions, and a community that truly gets it. Every week, we debunk misconceptions, celebrate neurodiverse brilliance, and amplify empowering insights from everyday heroes with dyslexia. This is your space to be seen, heard, and inspired. 🧠 Real Talk. Bold Stories. Brighter Futures. Subscribe now—and let’s change the conversation, one episode at a time.

Information

  • Creator
    Lauren Divine
  • Years Active
    2025 - 2026
  • Episodes
    28
  • Rating
    Clean
  • Copyright
    © Lauren Divine@2025
  • Show Website
    The Dyslexic Signal