If you had excitedly tried speech-to-text some years ago, you may have been disappointed. Early dictation systems often promised far more than they delivered. Users had to speak unnaturally slowly, manually dictate punctuation (“comma … period … new paragraph”), and constantly correct bizarre substitutions that altered sentence meaning.
Looking for information in English? Click here. [enlace a la versión en inglés] Si escribiste "dislexia" (o quizás "dislexica"), estás buscando información sobre una diferencia muy común en la manera de aprender a leer, escribir y deletrear. Vamos a explicarlo de...
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In middle school, high school, and college, one of the most difficult situation that dyslexic students face is being asked to do something that you can’t physically do. Writing can be the final common pathway for “showing what you know” so that classes and school can grind to a halt if writing accommodations aren’t put in place.
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After hard-won battles to increase awareness of dyslexia, choose curriculum, and train teachers in structured literacy, a wave of articles in the media has challenged the gains “science of reading” groups have made and raised issues about the latest wave of testing results shows.
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The term “late bloomer” seemed to have originated from botanical observations that certain flowers bloom later than others of its kind. It wasn’t until the early 1900s, when developmental psychology was burgeoning, that late blooming began being applied to young people.
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Jack Horner’s life is a powerful example of how dyslexic thinking can completely transform an area of science. As a child, Jack struggled greatly in traditional school, and even today he finds reading, writing, and rote memorization difficult. Yet he is very visual and highly imaginative working in three dimensions, and he found his first dinosaur bone when he was just 8 years old. Jack thinks in images rather than words, sees connections that others miss, and approaches problems from non-linear angles. Whereas many scientists emphasize step-to-step discoveries, Jack thinking reconstructing the past and imagining the future (dynamic reasoning) allowed him to imagine entire worlds from scattered fossil fragments and ask questions that no one had thought of before. Paleontology before Jack often saw dinosaurs […]
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Dyslexia is commonly described as a difficulty with word-level reading and spelling. Because phonological processing plays a central role in decoding, much of the research and instructional effort focuses—appropriately—on sound-symbol relationships and early reading acquisition.
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In the early clinical literature on dyslexia, neurologists occasionally described something that did not fit the standard narrative of delay. Some children who struggled with reading produced drawings with unusually strong three-dimensional organization.
![The Importance of “Unexpectedness” in Dyslexia [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2026/04/ogie-vJG0I2woCmg-unsplash-400x250.jpg)
At a recent U.S. House Appropriations Subcommittee hearing on the “Science of Reading,” witnesses emphasized the value of early, explicit decoding instruction. They also underscored a point that should be noncontroversial: intelligence scores should never be used to deny a struggling reader access to evidence-based instruction and support.
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