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Our Vision is a World Where Dyslexic Individuals are Known for their Strengths

Multimedia Learning Best for Dyslexics But How to Introduce Audio?

“To optimize learning, it is more efficient to provide children with dyslexia with extra audio.”
In a recent multimedia learning test of 11 year olds and typically-reading peers, dyslexic students were found to learn most efficiently if they were provided with text + audio or audio only, rather than text-only. How often is this […]

[PREMIUM] Resources for Auditory Processing and ELLS

Pronunciation errors are often a clue that the sounds for certain words aren’t being processed accurately. Middle sounds and certain blends may be especially challenging to hear. Students who don’t hear the sounds correctly are less likely to be accurately filing different sounds associated with words, leading to inaccurate reading aloud and problematic spelling. Many […]
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Sight Words / Tricky Words

Sight words are words that must be memorized by sight, rather than being sounded out phonetically. Sight words are important to learn because once children are able to read the most common 100 sight words, they can read up to 50% of most children’s literature. Mastery of the top 300 words, gives students access […]

A Home Run Hit with Humorous Poetry

Education Prof Benita Bruster was invited to work with five 4th grade boys identified as struggling readers.

When she asked them to suggest a favorite poet, the response was not unexpected “Poetry is dumb”, “Girls like poetry”, etc.

When she asked about a favorite musician, she got a rousing response – but then she countered with, […]

Could it be GRAMMAR?

Hidden grammar difficulties can be common reason why older students with dyslexia hit a plateau with reading, writing, and even testing. The problem is so subtle at times that many difficulties may be missed for years if not for their entire academic careers.

One of the reasons that the problem is difficult to detect is […]