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

HOW THEY DO IT! University Students with Dyslexia

Fortunately, there’s been growing interest from educational and scientific researchers for understanding how people can compensate for some of the academic challenges of dyslexia.

POSITIVE FACTORS AMONG UNIVERSITY STUDENTS WITH DYSLEXIA
A recent study by Drs. Rebecca Wiseheart and Lori Altmann (Int J Lang Comm Dis 2017) had a nice review of compensating factors as well […]

Motivation: The Batman Effect

Researchers recently found that young children were more likely to persevere with tedious jobs that they were given to do if they pretended that they were Batman while doing it.

There may be something to it.

The researchers were studying self-regulation and perseverance in 180 kids ages 4 to 6 years old. The researchers compared 3 […]

Visual Motion Perception and Dyslexia

From Jason Yeatman’s laboratory at the University of Washington comes a deeper understanding of the visual challenges associated with dyslexia. Full report HERE.

“It is well established that visual sensitivity to motion is correlated with reading skills. Yet, the causal relationship between motion sensitivity and reading skills has been debated for more than thirty years…Here […]

[PREMIUM] Dyspraxia and Independence

Dyspraxia (DCD) has its impact in childhood, but recently researchers have been looking more into the challenges that young adults face in higher education, general life skills, and the workplace. Dr. Amanda Kirby, who we interviewed in the last issue, did her thesis work in the area of 16-25 year olds with dyspraxia. Based on […]
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[PREMIUM] The Truth About Lefties (Left-handed)

By the gestation age of 10 weeks, doctors can see that 85% of human fetuses prefer their right hand over their left. This preference (along with motor asymmetry) usually persists later in life. The idea that dyslexics were often left or mixed-handed was first raised by Samuel Orton in 1925. Subsequent studies have suggested that […]
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