HIBDyslexia

Running head: A DYSLEXICS SPEAKING 1
A Dyslexics Speaking Information Behavior Patterns Caused by Dyslexia: Can I even Write
about this?
Kayla Lappino
Rutgers University
A Dyslexics Speaking Information Behavior Patterns Caused by Dyslexia: Can I even Write
about this?

A DYSLEXICS SPEAKING 2
As with most things it is best to start off with a working understanding of the main facets
of a given term. It is essential in understanding where I am coming from with this paper to have
at least a preliminary understanding of dyslexia and dysgraphia. In a previous paper I wrote I
came up with these most basic definitions for dyslexia and dysgraphia:
Dyslexia (dis-lek-see-ah) is a reading disability; a neurological genetically
inherited medical condition. This condition causes me to have difficulties in reading and
other language based skills; like spelling, writing, and speaking. It affects all academic
areas where these skills are used. While reading up on my disorder I noted that every
description in some way strived to make the same point. This disorder does not affect a
person’s intelligenc (intelligence). People with dyslexia have average or above average
intelligence (Lappino, 2014, p.11).
Dysgraphia (dys-graph-ia) is a writing disability that is also a neurological
genetically inherited medical condition. It causes poor handwriting and interferes with all
physical aspects of writing: forming letters, spacing of letters and words, use of space on
the page (staying within lines and such). Also, griping (gripping) the pencil tightly and
finding writing by hand painful are common but I don’t have this unless stressed out or
writing for extremely long periods of time (Lappino, 2014, p.12).
Something I think is worth noting that I have discovered during my research for this
paper is that the majority of dyslexic related research primarily occurs in England. It really
seemed like every book or paper I looked at referred to British people with dyslexia or research
done on the Buddhist population and things of that nature. I decided very interesting that this
field of study seems to be primarily six in one single location.

In living with dyslexia Riddick (2010) provides the dyslexia early screening test list
which she got from Fossett and Nicholson (as cited in Riddick, 2010) : rapid naming, bead
threading, phonological discrimination, postural stability, rhyme/alliteration, forwards digit span,
digit naming, letter naming, sound order, coursi frog (spatial memory), vocabulary
(group/individual) shape copying (Riddick, 2010).
I personally recognize some of these tests as ones I did when I was initially tested to see
if I had a disability or not. It's fairly straightforward I believe based off of the terms as to which
tests were meant to gauge more dyslexia attributes, dysgraphia attributes, and other disabilities
closely related to dyslexia dysgraphia. Such as dyscalculia and dyspraxia. Of the 12 tests listed
there are only three that I do not believe I took and that would be bead threading, postural
stability, and course frog. I don't know why I wasn't tested on those three perhaps within
American practices those aren't standard like they are in Europe.
I'm glad to see how far research and understanding of dyslexia has come because in some
of the older books I have come across about dyslexia and how to determine if a child has it or not
some of the markers in earlier days were of little on the ridiculous side in my personal opinion.
For instance seems "odd" – different from other children, or left-handedness in writing or with
tools, and signs of ambidexterity (Newton, 1979). To be perfectly honest these seem like rather
ridiculous markers for having dyslexia or any of the other learning disabilities associated with
dyslexia.
Many researchers now believe phonological processing skills are the primary contributor
to how children learn to read (Riddick, 2010) a breakdown in this skill is believed to be the
major cause of dyslexia. This is an idea I've seen repeated a few times throughout the various
books and literature I've read on dyslexia. The main idea is that the ability to speak and

communicate verbally is inmates in humans. When you're a baby you hear your mom and dad
talking first you try to mimic the sounds that eventually you slowly understand what the sounds
they're making mean and then go on to form your own words in order to more accurately
communicate. Reading and writing however are not innate abilities. The written language is a
outside construct that an individual must forcibly teach themselves to use. Again as a baby you
may see your parents writing and you may see them reading something (not out loud) but unlike
speech you can't learn how to read and write simply by observing others do so. There is a need
for repetitive practice and drilling the information into your head in order to be able to read and
write effectively. Now the main basis of connecting the inmate verbal to the learned symbols is
key in a being able to read and write effectively. For dyslexics there is a breakdown of some sort
between the two for one reason or another they have trouble connecting the verbal sound to the
written symbol. And since like mentioned above this requires you to use your phonological
processing skills clearly a disconnect or breakdown in that transition would indicate that this is
where dyslexics problems originate.
Information Behavior Frameworks
Now that we have a basic understanding of how dyslexia works and some of its nuances
we can move on to establishing a similar working understanding of the Conceptual frameworks
in information behavior under which lends we will be reviewing dyslexic's information behavior.
First off there are two major approaches the cognitive approach and the social approach. On top
of that there are also three theory camps; constructivism, collectivism, and constructionism.
The cognitive approach considers that knowledge beliefs and so forth all come from the
individual and not from outside sources (Pettigrew, Fidel, & Bruce, 2002). Basically this
approach focuses on the individual's internal thought processes and their central motivations. In

other words what makes you want to search this topic and find information on it? It clearly has to
be something internally there's something inside you that wants to find this information. The core
of your drive does not come from outside influence on you it only comes from within.
The social approach focuses on social context and the meanings and values associated
with social linguistic, and sociocultural effects on information behavior (Pettigrew et al, 2002).
Unlike the cognitive approach the social approach focuses more on it outside influences on your
behavior. The primary drive behind your need for information is not internal but rather external.
Your behavior is shaped by your surroundings. For example if you grew up in the ghetto you're
not really going to want to find information about yacht care and maintenance as opposed to if
you came from a wealthy family who owned a hot or was considering buying. And in the reverse
you are a wealthy individual or not going to search for information on the best sales for ground
beef. So on the most basic level your information behavior is dictated by your situation
surroundings and individuals who you interact with.
Now let's look at the camps.
The constructivist camp which is primarily supported by the cognitive approach, believes
that your creation of knowledge is through experience and observation and in some cases
influenced by history (Talja, Tuominen, & Savolainen, 2005).You can clearly see the primary
influence of the cognitive approach in this camp. It is clearly a point of view that believes
primarily in the individual creating their own path to knowledge.It is through your own personal
lens that you see the world and take what you see and feel to build up your knowledge.The way
they see it your the contractor who is building your own house.
The collectivism camp which is primarily supported by the social approach to
constructivism, believes because the world is psychically, socially and subjectively constructed

the individual is inevitably affected by their environment (Talja et al, 2005). Once more the
social approach is very evident in this camp. They see the world is being built up around the
individual and the individual merely interacting with the already existing structure. To them you
are not the contractor rather the individual who moves into the house after it is.
Finally there is the constructionism camp which believes knowledge is a conversation
that is constantly changing and flowing which create identities (Talja et al, 2005). This point of
view focuses more on interactions between individuals how they affect each other and the world
around them. It is a much more interconnected way of looking at acquiring knowledge. In
general it is more about everything connecting and affecting everything else. It's like you and
your neighbor are building your house and his house and then from time to time the houses
helped build themselves.
The majority of research into information behavior will be approached through one of the
above the aforementioned approaches and the aforementioned camps. So it is very important to
have a low-level understanding of the major themes and beliefs by which members of these
approaches or camps approach how they view people's information behavior.
Yet another thing we must understand before delving into this paper is the nature of
information and how the term sensemaking affects how people view it. In an article by Brenda
Dervin she goes into detail about sense making and how we view information. Since making is a
theoretical net of assumptions and propositions and a set of metaphoric assumptions about the
nature of information (Dervin, 1992). In the article she strives to show the difference between the
old way of focusing on the state or entities and the new way of focusing on processes and
behavioral strategies (Dervin, 1992). There are quite a few models that go over the sensemaking
metaphor I don't feel that any of these models accurately depicts how an individual with dyslexia

would approach retrieving information.For example the bridge over the gap would not be the
expected solid structure. It would be something more out of an Indiana Jones movie or the
librarian movie where there are boards missing that you have to jump over and pray that it
doesn't all collapse underneath you. Now that to me feel like a more accurate depiction of how I
feel when searching for information trying to make sense of it.
My Personal Discovery
Growing up I was never the most healthy of children. I spent much of my early years in
and out of hospitals (due to my asthma) for large period of time. As a result of this and often
miss lot of school and also my mother would let me say home for the littlest of things. So when
in fifth grade I was taking out of my class and tested it was really no surprise that they found my
abilities lacking. As a result I was placed into special add classes where I remained until I
graduated from high school.
Even though I was tested and diagnosed with dyslexia and dysgraphia in fifth grade no
one informed me or my family of this fact.
At my high school they would have a meeting every year to discuses (discuss)
their special student’s progress. Two or three of my teachers, my adviser, my
grandmother (my guardian since I was 10) and I would all get together to talk about how
I was doing.
The five of us sat around an oval table in a small conference room.
“Kayla has been doing very well.” Miss Olin my Learning Disability Advisor (LDA) and
math teacher started off.
“Yes she is always a plusher (pleasure) and works really hard on all our projects” Miss
Hamilton one of my art teachers.

“Let’s see. She was reevaluated this year, and she scored quite high in her reading
comprehension. Very impressive for a dyslexic.” Olin nodded flipping through paper
work.
Everything stopped and I looked at my grandma who looked at me. Wait what?
“What did you just say?” My grandma almost glared at the teachers confused.
They looked at each other confused.
“What did you say Kayla has?”
“She has dyslexia and dysgraphia…” Miss Olin said after a pause and looking at her
papers.
“Didn’t anyone tell you she was diagnosed?” My regular advisor spoke up.
“No, no one told us anything.” My grandmother looked shocked and worried.
“I thought it was just because I missed so much school when I was little.” I shrugged. So
there was actually something wrong with me.(Lappino, 2014, p.8).
It was very strange for me at such a late age to realize that I had this disability. During all
those years there were so much I could have been doing to improve my ability to function with
this disability in the world. Instead I found myself fairly stuck in my ways with little to no room
to improve.
The strangest part about all of this, was that by this point I had already decided on what I
wanted to do with my life. I had decided that I wanted to be a writer. I love stories and books and
was always the kind of kid who found new and creative ways to entertain herself. Now all of a
sudden I realize that I am at a physical disadvantage in the field I wish to pursue.
According to Burden individuals with dyslexia have a harder time developing their
identity and self-concept due to the fact of their disability making the general steps that all

children experience in self discovery more difficult (Burden, 2005). Having a disability can
make the process of finding your intellectual, physical, emotional, social, academic and moral
self a harder process then for someone without a disability (Burden, 2005). As a result of these
difficulties individuals with learning disabilities like dyslexia write a higher risk of developing
distorted or damage views of themselves.
As an individual with dyslexia who was not aware of the disability until an age where
such concepts of self are primarily set is very interesting for me to think back on if I had learned
about this in 5th grade how that would've changed the way I approached my future. I do know
right off the bat that if I was aware of my dyslexia in 5th grade I would've gotten help needed to
be better equipped to function in academia and day-to-day life than I actually am. However on a
self-discovery level knowing the kind of person that I am I know that if I knew about this back in
5th grade I would never have pursued writing or poetry which are my greatest loves in life. I
honestly can't think of what I be doing with my life right now if I had 1st pursued writing which
then in turn led to me to wanting to pursue librarianship.It is a very strange thing to think about.
How We Process.
In a research paper composed by five different individuals the primary being MacFarlane,
Al-Wabil, Marshall, Albrair, Jones, and Zaphiris(2010) they sought to investigate how dyslexia
can have an impact on information retrieval. Their method for determining this was to look at the
participants query size, query modification method, pageviews, and type of logic (MacFarlane et
al., 2010) as seen in Figure 1(Figure 4; MacFarlane et al., 2010).
As someone with dyslexia without even getting to far into the article I knew what the end
result would be. The answer is yes.To think for even a second that a disability that affects how
you read and process the written language wouldn't have an effect on searching for information

is just plain silly. Of course if I'm having trouble reading a word it's going to affect how I read a
document that I found on website or if I cannot communicate the terms I want to use properly
because of my inability to connect the verbal with the physical symbol I'm not good at the of the
use the words that I feel would best suit the search process and thus had to revert to easier words
and hope for the same result. That is often what I personally end up doing. If there is a word that
would focus the search perfectly but I cannot correctly spell it I won't use it and thus school try
to find one or more words that are easier to spell but it together may communicate the same
concept. Because the nature of most databases by not using the word that I would have decided
was the best word and using multiple smaller words it won't find the same articles that I would've
found if I was able to use the proper terminology.
Another issue in the grand scheme of it is that most databases and other official sites
where you can access information don't have a spellcheck option so even if I do type in the word
that I think would be best suited for the search because I think I spelled it right I use it the result
is I still may not receive any results because it is spelled incorrectly and the engine does not
recognize it as a word.
If there is any doubt that dyslexia could affect how someone retrieves information you
just have to look at the research questionnaire used in this study to glean an idea of the possible
issues a dyslexic could have (Figure 2, MacFarlane et al, 2010). As you can see from these
questions there are some very interesting things that I dyslexic may have issue with for example
the possible difficulties and reading silently listed in the question nine. As someone with
dyslexia who is probably best equipped to answer these questions I will now reveal how I would
answer this questionnaire.
● Question 6: yes

● Question 7: yes
● Question 8: no
● Yay I get to skip question 9!
● Question 10: yes
● Question 12: no
● Question 13 no
● Question 15: real world no, online yes
So clearly according to the survey outfall under dyslexic users category and thus would have
many of the same if not more or less issues than those who took part in the study.
Overall the study found that dyslexic users viewed less documents than the control users;
with only 27.4% dyslexic participants viewing documents, while 43.8% of the control
participants viewed them. They also found that the dyslexic users found less documents to be
relevant than the control users.(MacFarlane et al, 2010) Generally dyslexics take longer to search
for and process documents and thus have to be more picky about the terms they use within a
search and then the documents that they read because they are putting more effort into the act
than the average person. As a result dyslexics experience fatigue more quickly when conducting
a search so they have to delegate their energies if they wish to successfully accomplish their
goal.
This reminds me of the negotiation process experienced in libraries with librarians. Often
as a dyslexic you have to go through a negotiation process with the material itself that you are
reading. In an article by Taylor (1968) "without a doubt, the negotiation of reference questions is

one of the most complex acts of human communication" (Taylor, 1968 p. 29 ). Though primarily
the Taylor (1968) article deals more with interacting with a reference librarian or participating in
self-help the general concepts and strategies are the same for a dyslexic user interacting directly
with the document.
Within the article there are 5 data filters that an individual uses to focus their search and
have to communicate them to a reference library in if that is what they're using or determine
themselves for self-help. They are determination of subject; objective and motivation; personal
characteristics of inquiry; relationship to inquiry description to file organization; and anticipated
or acceptable answers. All the steps must also be taken by dyslexic user interacting with
information that they are trying to find on their own through the difficulty of their disability. I
will use writing this paper as a brief example to illustrate my point.
1. Determination of subject – I had to first figure out if they would be enough information to
do a subject as finely focused as dyslexia for this paper.
2. Objective and motivation – I then had to finite my reasoning for selecting this topic and if
it was worth the sheer amount of effort it would take for me to complete it. So it was
basically a balancing act between how passionate I am about my dyslexia and how much
my dyslexia would get in the way of writing this paper.
3. Personal characteristics of inquiry – then I had to determine what combination of words
would allow me to have the most accurate results but without me having to sift through
massive amounts of text.
4. Relationship of inquiry description to file organization – at this point I had to determine
where would be the best place to find this information would it be in the actual library in
a book or would it be on a specific type of database.

5. Anticipated or acceptable answers – this brings me to the idea of relevance selection.
Which document has the information I need to write this paper in which she is just
repetitive fluff. All these stages are very intense and draining on an individual such as
myself with dyslexia.
How we see the world.
In a study by Bacon, Handley, and McDonald (2007) we get to see a bit more into how
dyslexics view certain aspects of the world. The main focus of the study was how dyslexics and
control users navigated syllogisms through verbal reasoning or spatial reasoning. A syllogism is
a logical argument comprised of 2 parameters and a conclusion. An example given in the
beginning of the study is premise 1 all teachers are psychologists, Premise 2 some writers are
teachers, conclusion some writers are psychologists (Bacon et al, 2007). As you can see within
these parameters and conclusion there are 3 major terms being negotiated. From the information
given in parameter 1 and parameter to the individual must determine if the conclusion is accurate
and how they would explain why the conclusion is what it is.
They have 2 primary ways of approaching it. They will either approach it using verbal
reasoning or using spatial reasoning. In Figure 3 you can see that they go through the basics
pages of how a verbal reasoner approaches the problem and how a special reasoner approaches
the problem giving you a step-by-step process and a diagram illustrating how they figure it out
(Figure 1; Bacon et al, 2007). They found that individuals with dyslexia were more inclined to
use a visual reasoning strategy rather than a verbal reasoning strategy as a result they proved to
be more inclined to recuse spatial reasoning. Individuals with dyslexia tend to possess visual
spatial talents to make up for their a disability which causes difficulties with the language (Bacon
et al, 2007).

In Figure 4 they demonstrate to individuals using special strategies one being a dyslexic
individual and the other not being a dyslexic individual (Figure 2; Bacon et al, 2007). As you can
see there is very little difference between the 2 aside from the placement and spacing of 2 of the
variables, but the spacing of those variables is not such that would drastically change the
resulting answer.
Finally in Figure 5 (Table 1; Bacon et al, 2007) we are given a breakdown of the
percentage of individuals with and without dyslexia in the study who used either visual, spatial,
mixed, or indeterminate. This just further proves that dyslexics tend to use spatial strategies to
solve problems of this type and perhaps problems in general.
As an individual with dyslexia I can wholeheartedly confirm that I personally do use
more of a special strategy to solve problems. I have to visualize things in order to figure that out
more often than not. For example when writing a paper I will often make lists with diagrams
piney out specific sections and the order of said sections before writing the paper. Also at my last
job it in the small-town library in Phoenicia I was very well known among my colleagues for
being good at organizing things to maximize space. We would have the book delivery and
returns, when we had books that we had to send back the year often only given to been set we
can still wear most of my colleagues would just throw the books into then I would go through
and remove the books and then replace them sorting them into size order to maximize the
amount of space. As a result often when we would have enough items to fill 3 of the bins I could
get it down to a bit of a half. So saying best dyslexics tend to have a visual spatial knack as a
result of compensating for their disability it is very evident in my personal experience.
Is the Site an Issue.

A study was done by Al –Wabil (2009) that showed what affects dyslexia had on web
navigation. It used some of the standard recording devices such as tracking eye movement. It
basically revealed that dyslexic users took longer to complete tasks and experienced more
disorientation on the web (MacFarland et al, 2010).Whether or not dyslexia interferes with how
an individual interacts with a web page is a very important thing that must be addressed. As I've
mentioned earlier in the "how we process" section having a disability that affects the way you
would process, understand it, and decipher language will undoubtedly have an effect on how you
search for information.
Due to the difficulties dyslexics face with processing information we find on the web
there are course has to be some possible ways to alleviate this. In an article by Gregor and
Dickinson a look at some of the difficulties dyslexics have with accessing information systems.
Due to the fact that dyslexia has a wide range of characteristics and can result in a variety of
unique circumstances software must aim to be very flexible and customizable for users with
dyslexia to adjust them to their needs (Gregor et al, 2007).
One solution is to change the user's visual environment. Due to the fact that dyslexics
often have fatigue due to visual strain from trying to focus on the words and decipher them the
easiest way to alleviate this is much possible is to change the environment in which they are
viewing the text. Some of the scoffer can be alleviated by the use of color filters or lenses which
is to change the background and foreground colors (Gregor et al, 2007). Along that same track
you can also change font size and text type, and line spacing. These are all valid and useful ways
to easily adjust what the dyslexic is viewing in an attempt to alleviate mental stress and hopefully
allow them to accomplish more in a single sitting.

I have come across quite a few computer programs in my daily life that claimed to be
specifically designed to help dyslexics. Some that I looked into proved to have little to no
noticeable effect. I have no way of knowing if more well vetted programs are out there on seeing
as my personal experiences mostly through word-of-mouth from friends who are in a field that
allows them to regularly come across research on this subject and then they just pass it on to me.
Aside from a few programs that were suggested to me and that I was exposed to through school I
don't really use many. However I am fully aware of and all for programs designed to hopefully
improve the dyslexics ability to read and process information.
The Tricks I Need to Get Around my Disability.
There are three major tricks that I use to get around/alleviate the effects of my disability. They are
Testing Accommodations, Kurzweil, and Dragon Natural Speech.
Testing accommodations are a series of tactics and exceptions to the normal way in which an
individual will take a test. I have had testing accommodations ever since high school.
In college things can be a bit more elaborate.
STEP 1- I have to go to the disability services office at the beginning of each semester to receive
a letter that I must give to my professors. The letter says what accommodations I get do
to my disability.
● Double time
● Reader
● A separate testing location
● Use of a calculator
STEP 2- Then a few days before each test I have to remind my professors that I will be taking
the test in DS office so they can send my test to the DS office.
STEP 3- Then I have to go back to DS office to schedule a time to take the test making sure I’ll
get all my Accommodations.

STEP 4- when the DS office received the test they scan it into the computer so a special
program with a somewhat robotic voice can read it.
STEP 5- on the day of the test I would go to the DS office and I would be shown to a small room
with a computer and cameras to make sure no one cheats.
STEP 6- At the computer I would have to highlight section by section what I wanted the
program to read or it would read the entire test in one go giving me no time to process
and answer the questions.
STEP 7- when I finish the test I give it to one of the people working in the office and they sealit
in an envelope and sent it to my professor (Lappino, 2014, p. 14).
It can be a very complicated process to actually be able to use my accommodations but once I'm actually
in the room taking the test a greatly benefits me.
Kurzweil is a computer program in which you can view text documents and have the program
reads them to you out loud. I use this program whenever possible to accomplish my reading assignments
though not all articles that we have access to our in a format in which you can copy the text some PDFs
are an image of the text and not an actualtextual file. However if I am able to copy the text over into
Kurzweil the program can read the article to be faster than I could read it to myself thus allowing me to
accomplish more than I would have in the same amount of time.
Dragon natural speech is a computer program that allows you to talk into a microphone
and have it convert your spoken language into text. In fact I am using Dragon now to write this
paper. This is my new lists trick that I have added to my bag having only had this program for
four months. So when I talk about it eight still get pretty excited. As I feel is often the case with
many people I can think and talk out loud much faster than I can type or even hand write
something. So it cuts my composition time down significantly. If I had to estimate the time
difference I would say about, it takes me half the amount time to verbally compose a paper and
then to type a paper. Overall it is one of my favorite tools to use in general.

Conclusion
As a result of all this research I am even more passionate about understanding and
spreading the word about my disability. As time was forward more and more research is being
done on how it works and what we can do to improve the day-to-day experience of individuals
with it. Though we have a long way to go before we completely understand this disability and
how we can help individuals with it to work properly seek and find the information they need
both about their disability and about other things they may want to learn in life. Thanks to all the
studies I've read and the understanding of how different researchers approach understanding how
individual seek information I better understand why I do the things I do when seeking
information and hopefully can find ways to improve my information seeking behavior.
References
Bacon, A.M., Handley, S.J., & McDonald, E.L. (2010). Reasoning and dyslexia: A spatial

strategy may impede reasoning with visually rich information. British Journal of
Psychology, 98, 79-92
Burden, R. (2005). Dyslexia and Self-concept: Seeking a Dyslexic Identity. London, England:
Whurr Publishers LTD.
Dervin, B. (1992). From the mind’s eye of the user: The sense-making qualitative-quantitative
methodology. In Glazier, J. D. & Powell, R. R., Qualitative research in information
management (pp. 61-84). Englewood, CO: Libraries Unlimited.
Gregor, P., & Dickinson,A. (2006). Cognitive difficulties and access to information systems: an
interaction design perspective. Universal Access in the Information Society, 5, 393-400.
Lappino, K.(2014). I can't write what I have. Unpublished manuscript, Department of Creative
Writing, The State University at Oswego, Oswego, New York
MacFarlane, A., Al-Wabil, A., Marshall, C.R., Albrair A., Jones, S.A. & Zaphiris P. (2010). The
effect of dyslexia on information retrieval. Journal of Documentation. 66 (3), 307-326.
Newton, M.J., Thompson, M.E., & Richards, I.L. (1979). Readings in dyslexia: A study text to
accompany the Aston index. Wisbech, England: Bemrose UK Limited.
Pettigrew, K. E., Fidel, R., & Bruce, H. (2002). Conceptual models in information behavior
research. In M. Williams (Ed.), Annual Review of Information Science and Technology
(Vol. 55, pp. 249-270). Medford, NJ: Information Today.
Riddick, B. (2010). Living with dyslexia (2nd ed. ).New York, NY:.Routledge
Talja, S., Tuominen, K., & Savolainen, R. (2005). "I SMS" in information science:
constructivism, collectivism and constructionism. Journal of Documentation, 61 (1), 79 –
101.
Taylor, R.S. (1968). Question negotiation and information seeking in libraries. College &

Research Libraries, 28, 178-194.
Appendix: Figures

Figure 1. The effects of dyslexia on information retrieval (Figure 4; MacFarlane et al., 2010).

Figure 2. Pre-search questionnaire for the effects of dyslexia on information retrieval (Figure 2;
MacFarlane et al., 2010.)
Figure 3. Typical written protocols produced by verbal and spatial reasoners (Figure 1; Bacon et
al., 2003 as cited in Bacon et al, 2007).

Figure 4.
Typical examples of spatial syllogistic reasoning (Figure 2; Bacon et al, 2007)

Figure 5. Verbal and spatial syllogistic reasoning strategies (Table 1; Bacon et al, 2007).

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