![Helping Severe Dyslexia – Part 2 Word Learning and Vocabulary [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2015/12/severe-dyslexia-part-2.jpg)
In our previous post on Severe Dyslexia, we talked about 6 steps required to read: 1. Seeing 2. Visual Recognition of Words 3. Matching Letters and Words to Sounds - Phonemic Awareness 4. Matching Words to Word Meaning 5. Saying Words 6. Comprehending Text In that...
![Executive Function: What Smart People Do Differently While Learning [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/06/woman-thinking-our-shutterstock.jpg)
When researchers compared high IQ and average test subjects in a learning paradigm, the results were surprising. In some areas high IQ individuals work less, as might be expected by the idea that higher IQ people have more efficient brains for learning tasks, but in other areas, high IQ brains were working harder. When were […]
With all of the advances in our understanding of early intervention, dyslexia in older students and young adults often gets short shrift. The paper by Dr. Kathleen Niesen and colleagues has some interesting findings that have important points for identification, accommodations, and understanding of both the challenges and strengths of adolescents and young adults with dyslexia. […]
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![[PREMIUM] Forgetting Can Make You Smarter](https://www.dyslexicadvantage.org/wp-content/uploads/2018/07/Screen-Shot-2019-08-30-at-10.02.38-AM.jpg)
In a viral video shared on our Facebook feed, Truth Theory shared the gist of a recent research report in the prestigious journal Neuron. There may be good reason why researchers’ new understanding of memory might make sense for many dyslexic people and why it may explain the perplexing memory challenges that many dyslexic students […]
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Additional Premium Resources for February 2018 Issue 26. You must be logged into your account to access.
Many students with dyslexia thrive with discovery-based learning and learning from exceptions. Learning from first-hand experiences stimulates personal memory, motivation (novelty),...
Dr. Stanislaus Dehaene is a French researcher who has authored Reading and the Brain. He and his research team conducted some interesting investigations into Portuguese and Brazilian adults who they classified into 3 groups: unschooled adults (referred to as...
![DROPPING OUT BECAUSE OF FOREIGN LANGUAGE [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2017/02/r1-18.png)
At Harvard University in the 1970’s, a clinical psychologst made a startling discovery. Intending on studying the emotional problems that caused students at one of the world’s elite universities to drop out of school to drop out, he found out instead that the most common reason students dropped out of their degree programs was that […]
![ACTING WITH DYSLEXIA [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2017/02/Screen-Shot-2019-09-03-at-12.59.14-PM.jpg)
There are some dyslexic children who seem to be natural actors and actresses at early ages and their talent and imitating the gestures, voices, and personalities of others seems almost from birth. What are the strengths and talents that make so many dyslexic people...
![Latest Research: Repetition As a Poor Way to Teach Dyslexics [Premium]](https://www.dyslexicadvantage.org/wp-content/uploads/2016/12/shutterstock_133874900.jpg)
In groundbreaking research, researchers at MIT or the Massachusetts Institute of Technology reported that dyslexic children and adults have “a diminished ability to acclimate to a repeated input in their paper titled “Dysfunction of Rapid Neural Adaption in Dyslexia.” Like many research papers, dyslexia is seen through a negative lens (‘dysfunction’) and the take-home points […]
![[PREMIUM] Latest Research: Dyslexia, Sequential Memory, and Seeing the Big Picture](https://www.dyslexicadvantage.org/wp-content/uploads/2016/11/shutterstock_189352979.jpg)
“My mind doesn’t work like a train track. It’s more like a web page with lots of hyperlinks.” – dyslexic honors college student. It’s refreshing to see that more researchers take an interest on dyslexia beyond reading. In this recent paper from Belgium and Missouri, the challenges of remembering sequential information for dyslexics and non-dyslexics was […]
