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

[Premium] Memory: Why Drill Can Kill – and What to Do Instead

It would almost seem without question that repetition should be helpful for learning, but researchers have found that if  repetitions are too much and too long (longer than 10 seconds in one paradigm), further repetition caused poorer memory and word retrieval rather than better! From one of the papers below: “Both Experiments 1 and 2 demonstrated a […]
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[Premium] Math Journal Club: Strategic Instruction for Fractions

This past week, researchers published an interesting study that suggested that students should receive explicit instructions about why certain approaches are chosen for certain types of math programs. As it turns out, studies of  strategic math instruction seems to especially benefit students with “learning disabilities.” This approach should be valuable to students with dyslexia because rather than […]
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[Premium] Reading Fluency: What is Timed Guided Repeated Reading and Why Should Students Do It?

In a recent report in the Journal of Learning Disabilities, Lee and Yoon reported that repeated reading had significant beneficial effects on the reading fluency of students with a reading disability. Listening to the passage first increased the benefit. Excerpt: “Reading the passage at least four times increased reading fluency more than two to three […]
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[Premium] Thriving: Pick Classes Like a Pro

Whether it’s high school or college, picking your classes can make a tremendous difference in your school experience and grades. Many of the general strategies given to college freshman often apply, but some additional tips can be helpful if you’re dyslexic.  
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Dyslexia Journal Club – Spelling Strategies – What Does Research Say? [Premium]

In a recent paper from Montreal, research tested dyslexic students ages 9-11 to see which spelling strategies were more effective. The most common strategy children use to spell is phonological, whether they are  or aren’t dyslexic. The other common strategies children use for spelling are visuol-orthographic, analogy, and backup. The phonological strategy used phoneme-grapheme correspondence. […]
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