With increasing awareness of the visual differences associated with dyslexia and the high incidence of dyslexia in the general population (15-20%), the world seems poised to change how they present print to dyslexic readers. What fonts are best for dyslexic readers affects the overall readability of texts and there for speed, accuracy and potentially […]
For the overwhelming majority of dyslexics, early intervention helps with the decoding step of reading. Usually 2-3 months of intervention is enough to see a measurable difference, and at least in our experience, 1-3 years to bring most children from failing their grade to being able to keep up in diverse subjects at grade-level with appropriate […]
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In a recent research study (abstract only) of dyslexic students at college, the following strategies were mentioned: 1. Go to Lecture and Just Listen. It was common for students to be unable to listen and note-take at the same. Face-to-face lectures were preferred to recorded lectures because audio quality was sometimes bad, and some students […]
Because many dyslexic students don’t have a visual imprint of words, there are common spelling or pronunciation errors that occur when word endings seem to vary. In most cases, being explicitly taught the different patterns can reduce a great deal of distress later. The technical term “inflectional suffixes” refers to word endings that change a […]
With so much focus on reading for children with dyslexia, the choice of a wordless picture book might seem to be unusual, but it shouldn’t be. Dyslexic children should be exposed to wordless picture books at an early age, and also be encouraged to continue read them even when they are older. In many […]
It’s a age-old question that seems to go round and round – is the reading hard because of attention problems or is it hard to pay attention because the reading is hard? For those of you who closely follow research, you probably know that there’s a high overlap between the symptoms of ADHD and reading […]
I recently had a chance to talk with Master Montessori Teacher Alison Awes who is based at the Montessori Training Center of Minnesota. Alison is dyslexic herself and she has written about how Montessori instruction can support dyslexic students. Alison is also trained in Orton-Gillingham Level1. Like the Orton-Gillingham method, the Montessori approach was created […]
From a Wired Magazine article, How Videogames Like Minecraft Actually Helps Kids to Read:
“Minecraft is the hot new videogame among teachers and parents. It’s considered genuinely educational: Like an infinite set of programmable Lego blocks, it’s a way to instill spatial reasoning, math, and logic—the skills beloved by science and technology educators. But from […]
John Alexander of Groves Academy recently shared his frustration with the slowness of schools adopting early identification of dyslexia. Fortunately, though, progress is being made with state education laws.
“In September, 1998, we gave an assessment to all 450 kindergarten students in the district to determine those students who were at risk of developing a […]
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 ‘illiterate’), adult-onset readers (‘ex-illiterate’), or schooled child-onset readers (‘literate’).
What the researchers found was that people […]
This article is aimed at anyone who…
is dyslexic, or thinks they might be
wishes to help dyslexic adults to engage with books
is interested in ways to engage with books
What are these tips?
7 things that help me to engage with any book;
3 things that help me to engage with non-fiction […]
“Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status)….”
Sixty-five children (7–11 years in age) were assigned randomly to one of three […]