by Linda G. Tessler, Ph.D., Psychologist, Bryn Mawr, PA

I often tell my personal story of living with dyslexia. When I do, my goal is always the same. I want people with dyslexia to understand there is nothing special about me that enabled me to achieve my goals. After years of school, I eventually earned a doctorate in psychological studies and now have a private practice specializing in helping people with learning differences. If I could do it, so can the next person with dyslexia who has the determination to succeed.

I also tell my story in order to share my discovery of and experience with books on tape. They are the most valuable aid there is for learners like myself. But only when the student knows how to adapt listening to tapes to his/her personal learning style. The key to success is making a match between your special learning style and books on tape. Unfortunately, I did not know this when I first discovered taped books.

In truth, my first experience with a recorded book was a dismal failure. At age 33, I happened to hear about dyslexia and took myself to be tested. Then, armed with the new knowledge that I am severely dyslexic, I began searching for something to help me learn. My search led to books on tape. I love art and ordered a taped art book. Without any guidance, I put the tape in the player, started listening and just couldn't grasp it.

I now understand that every person has a perceptual dominance in the way they learn. That is, every person's learning process relies primarily on visual perception, auditory perception or kinesthetics, which is activity.

I, like most dyslexics, exhibit a dominant kinesthetic learning style. Therefore, just listening to a tape is at times ineffective. I must incorporate an activity with listening. In other words, I have to find something to do while listening.

The "doing" is what dyslexics must personalize. For me, it means following the words in a difficult book. With an easy book, I might just browse through the book as the tape plays while circling the names of characters, dates and places. What I do, however, will not necessarily work for the next person. Every person must go through a period of trial and error to discover an "Activity-Listening" combination that works.

In addition, a person who has difficulty paying attention to tapes may actually find it helpful to do an unrelated activity while listening. I often listen to books on tape while driving a car, cooking, straightening up or taking a walk. My students agree, and have a whole list of favorite activities that are good backdrops to listening, such as jogging, drawing, knitting or doing hand work, or, for young children, building with legos.

I have also learned that listening to taped texts is a skill. As with any skill, it takes practice. The fact is, the more books you listen to, the better listener you become. In addition, each time you listen, you must be prepared for a warm-up period of getting adjusted to listening. Generally, you're a better listener after 10 minutes than during the first few minutes.

Also, it is crucial that first-time readers begin with easy, short books to turn them onto the process.

While the "how to" of books on tape is very personal, there are certain steps that are helpful to many learners. First, browse through your book before listening. As you browse, use clues such as titles, sub-titles, illustrations and photographs to get an idea of what you're about to hear.

©Copyright Tessler, Summer, 1998

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