New research shows controversial Reading Recovery program eventually had a negative impact on children. The new, federally funded study found that children who received Reading Recovery had scores on state reading tests in third and fourth grade that were below the test scores of similar children who did not receive Reading Recovery.
A new study published in the journal Scientific Reportslends support to a body of research suggesting that reading on electronic devices reduces comprehension. The study found that reading on a smartphone promotes overactivity in the prefrontal cortex, less frequent sighing, and lower reading comprehension.
Professors Bruce Evans and Arnold Wilkins have compiled guidance for optometrists to avoid making misleading statements about dyslexia and visual stress in optical practice.
The guidance provides a brief summary of different topics relating to dyslexia and visual stress, alongside examples of statements considered reasonable or misleading on the basis of existing evidence.
Evans and Wilkins highlight that eye care professionals should avoid using statements such as ‘we treat dyslexia’ – instead describing interventions as treating visual problems that can co-occur with dyslexia.
In recent years, many states have passed laws requiring dyslexia training for teachers. Research suggests teachers hold both scientifically-based conceptions as well as misconceptions of dyslexia, but there is little research regarding the specific concepts of dyslexia in which teachers are unsure.
Read the rest of the research that tries to answer this question in our link for today.
This new study by Linda Romanovska ea from the Maastricht University in the Netherlands, shows how the brains’ responses to letters and speech sounds change during the first years of reading acquisition
Neuroscientists at Technische Universität Dresden discovered a novel, non-invasive imaging-based method to investigate the visual sensory thalamus, an important structure of the human brain and point of origin of visual difficulties in diseases such as dyslexia and glaucoma. The new method could provide an in-depth understanding of visual sensory processing in both health and disease in the near future.
A study among Swedish school children found evidence that visual and auditory white noise can help children with reading difficulties perform reading tasks. Performance benefits were most evident for visual white noise, which improved children’s performance during both reading and word recall. The findings were published in the journal Brain and Behavior.
After years of research, Carlsbad eye doctor and Dyslexia expert, Dr. David Bloch, has developed new super tools that correct reading disabilities in record time. His Reading Without Limits program is so unique that it has a patent pending. Parent Pat W. said, “I worked as a senior education consultant for the USA at the world’s largest education company, Dr. Bloch’s tools and processes are easily one of the three best programs I’ve ever seen in North America.”
Research results show that brain regions in the reading network change more in first and second grade. Reading interventions such as speech therapy often start only in the third year, because there must be an ongoing problem. But by then, the reading grid will no longer be plastic. If you want to prevent further deficits, it is best to intervene when these brain areas are most likely to improve.
In further development of the reading regions on the left side of the brain, they no longer found any structural differences between dyslexic and non-dyslexic children. They develop similarly. But discrimination that already existed in preschool age is no longer compensated for without early intervention.
Nick Posford, CEO, British Dyslexia Association said, “As the leading charity for dyslexia, we welcome Dr Helen Taylor’s ground-breaking research on the evolution of complementary cognition. Whilst our current education and work environments are often not designed to make the most of dyslexia-associated thinking, we hope this research provides a starting point for further exploration of the economic, cultural and social benefits the whole of society can gain from the unique abilities of people with dyslexia.”
Kids who have dyslexia may have some difficulty reading, but their social and emotional intelligence are amazing. This is what a new study has found, stating that dyslexic kids have interpersonal strengths.
In today’s Your Health First, the Yale Center for Dyslexia and Creativity reports 20 percent of the U.S. population is affected by dyslexia, a learning disorder often identified with difficulty reading.
Reading and dyslexia illustrate the rich tension between nature and nurture. Reading is a learned skill; no one is born reading. But learning to read relies on inborn human capacities for language and speech. And dyslexia is a genetic condition that compromises these brain networks.
Yet laypeople are convinced that dyslexia results from “troubleswith vision. And these errors matter. A parent who holds these views might fail to recognize her child’s difficulties with rhymes and pig Latin (both require phonemic awareness) as warning signs.
Different learning difficulties do not correspond to specific regions of the brain, as previously thought, say researchers at the University of Cambridge. Instead, poor connectivity between ‘hubs’ within the brain is much more strongly related to children’s difficulties.
People taking the Dystech test supply a date of birth and email before being presented with a series of words on the screen. Users then repeat the words aloud with the audio being recorded for analysis.
The test, available through a mobile app or in the browser, takes around 10 minutes to complete.
The audio is automatically analysed by the algorithm to determine the likelihood of dyslexia. While the test can’t provide a diagnosis and Dystech does not offer medical advice, Richard says it returns a percentage likelihood of dyslexia as well as metrics on reading reaction time and average reading time.
The results can give an indication if users should seek an official diagnosis – currently only able to be provided by a psychologist.
Restoring normal patterns of rhythmic neural activity through non-invasive electrical stimulation of the brain alleviates sound-processing deficits and improves reading accuracy in adults with dyslexia, according to a new study.
Visual perception has been found to be a critical factor for reading comprehension and arithmetic computation in separate lines of research with different measures of visual form perception. The current study of 1099 Chinese elementary school students investigated whether the same visual form perception (assessed by a geometric figure matching task) underlies both reading comprehension and arithmetic computation. The results showed that visual form perception had close relations with both reading comprehension and arithmetic computation, even after controlling for age, gender, and cognitive factors such as processing speed, attention, working memory, visuo-spatial processing, and general intelligence.
Cui J, Zhang Y, Wan S, Chen C, Zeng J, Zhou X. Visual form perception is fundamental for both reading comprehension and arithmetic computation. Cognition. 2019;189:141-154. doi:10.1016/j.cognition.2019.03.014
Developmental dyslexia was until recently considered to belong solely in the domain of educational psychology. With the advent of better theories on language and reading, and better methods for assessing the structure and function of living human brains and for determining genetic transmission, dyslexia is now poised to become a focal concern of cognitive neuroscience, neurology, and genetic research. Still unresolved are questions relating to how much a reading disability represents a normal variation or a separate pathological entity, and whether the cognitive disorder is primarily cognitive, or secondary to a disorder in early perception. Recent findings from neuroanatomy, neurophysiology, neuropsychology, and genetics research are reviewed. (This review is an updated version of a review first published in Current Opinion In Neurology and Neurosurgery 1992, 5:71-76.)
Cognitive-behavioral research has revealed that there are early literacy skill deficits that represent red flags for dyslexia risk and can be measured at a preschool age. Altogether, this evidence points to dyslexia as a disorder that can be flagged by a pediatrician before school entry, during a period of heightened brain plasticity when interventions are more likely to be effective.
Web search is a key digital literacy skill that can be particularly challenging for people with dyslexia, a common learning disability that affects reading and spelling skills in about 15% of the English-speaking population. In the paper in our link for today, the researchers collected and analyzed eye-tracking, search log, and self-report data from 27 participants (14 with dyslexia) to confirm that searchers with dyslexia struggle with all stages of the search process and have markedly different gaze patterns and search behavior that reflect the strategies used and challenges faced. Based on these findings, they discuss design implications to improve the cognitive accessibility of web search.