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Category Archives: Dyslexia overview
The animated short ‘What is Dyslexia?’ is joyful.
Dyslexia in children: Awareness and support crucial for academic success
Local nurse, Ntokozo Pule is calling for greater awareness and understanding of dyslexia, urging parents to better support children with learning challenges. She explains that dyslexia is a learning difference that affects reading, spelling, and written language processing, even though children have normal intelligence and access to adequate schooling.
“It is not a sign of laziness or lack of ability, but rather a different way the brain processes information.
Read more HERE
Turn Your Library Into a Dyslexic Positive Literacy Hub and Help Kids Learn to Read
Transform your library into a literacy hub where kids are learning to read, including:
- Science of Reading in libraries
- The disconnect between literacy privilege and unmet literacy needs
- Building empowering, productive relationships with “reluctant readers”
- Aligning storytime and PK–YA programing with reading development phases
- Partnering with literacy specialists to build decodable book collections
- Removing barriers such as spelling bullying
- Disrupting generational cycles of literacy avoidance and shame
- Weeding discrimination and ineffective literacy methods (examples: leveled readers, sight words, Fountas & Pinnell)
The DPLI is grounded in literacy expertise, research, and dyslexic lived experience.
Read more about it HERE
What is Dyslexia?
Dyslexic thinking made me the scientist I am today
Progress has always been made by people who think differently. Neurodiversity helps us think outside the box – and when we do, the sky’s the limit
That matters, because dyslexia is still so often described only in terms of what it makes difficult. And yes, some things are difficult. Reading and writing are still a slog, processing information can take more brain power than I would like – and my spelling remains gloriously unreliable. But difficulty is not the whole story. Not even close.
Read more HERE
