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Nearly every state in the U.S. passed some sort of dyslexia laws over the past decade. Most of these laws encourage or require schools to screen young children for reading difficulties, train teachers in evidence-based reading instruction and provide targeted support to students who show early signs of dyslexia.
Families of children with dyslexia, educators and dyslexia advocacy groups widely praised these laws. If schools could identify dyslexia early and respond with evidence-based instruction, reading outcomes would likely improve and fewer children would fall behind.
But what actually happened after these laws passed?
My colleagues and I examined nearly two decades of national student data to answer this question. The results tell a complicated story.
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Parents often tell their children to sound out the words as they are learning to read. It makes sense: Since they already know how to speak, the sound of a word might serve as a clue to its meaning.
It turns out there’s a surprising and deep connection between what’s going on in your mouth and how your brain handles reading, and a University of Alberta research team hopes to use it to help people with dyslexia and other reading difficulties.
In a new study with the alliterative title Perturbing the pathway: The impact of lollipops and lidocaine on supramarginal gyrus activity during silent reading tasks, the team found that numbing the mouth can help people read faster.
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Across multiple cases and school-administered reports, students who participated in NOW! Programs®, an evidence- and research-based approach grounded in developmental brain science, demonstrated:
In several reports, students’ reading was previously below the 10th percentile and later they scored in the 50th to 80th percentile ranks, as documented by independent school assessments. The school-reported assessment outcomes align with federal and state expectations for evidence-based instruction under ESSA and IDEA, demonstrating measurable gains rather than reliance on compensatory strategies.
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Team-based learning in science education improves academic outcomes and develops crucial workplace skills. However, it presents challenges for those with autism, ADHD, dyslexia or any other form of neurodiversity.
Many neurodivergent individuals find group work and processing information quickly difficult, and get distracted easily.
This kind of learning is challenging for them because it requires them to manage their time effectively and work with their classmates to complete activities in often overstimulating environments. Before class, they must review pre-learning materials. They then complete a closed-book quiz on the material – both individually and as a group in class. As a team, they must then work on exercises that apply knowledge to real-world scenarios.
We spoke to neurodivergent bioscience and pharmacy students to find out what we could do to support them. Here are five tips based on our conversations.
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