EMILY KNOBLOCH



Reframe, 2021. Risograph animation contact sheet. 17 × 11 in.
Interrogation, 2020. Risograph print installation. Dimensions variable.Collaboration with Juan Estela, Shannon Neff, and Irina Zhikh.

The Bigger Picture: Reframing Dyslexia Through Design

Shapes, fonts, patterns, hierarchy, and color are elements that belong to a formalized system of visual language that communicates with an audience. However, a barrier in communication can hinder an individual from confidently moving forward, as I have learned from my own experience with dyslexia. I feel a sense of impending doom when receiving a text to read; it takes hours for me to work my way through it, and my writing usually contains multiple grammar mistakes. I start questioning my competence, which is something I am still trying to overcome. This thesis serves as an examination of how one can reframe dyslexia as an advantage rather than a “disability.”

The exhibition presents a range of narratives and experiences from leading dyslexic individuals from different disciplines, serving as a forum for varying perspectives on learning differences. It spotlights a topic that people don’t feel comfortable talking about. The research study involved different methods of communication: personal interviews with professionals, deep research on dyslexia, and self-created letters that take the form of a physical installation. This installation, as well as my thesis book, will be based on the process and acceptance of the language barrier through typography and visual arrangements, presenting how someone with dyslexia views a piece of text.

The thesis dives into the relationship between language and design as well as the success story of people with dyslexia, ultimately reframing this challenge as something positive. It is not something you fix, but rather something that you make yours and build upon. The explorations demonstrate how I gained a greater understanding of how I am turning dyslexia into an advantage through design. More importantly, it gives access