Can you change an 88-year-old brain? This question came up when Mr. JT Johnson, 88, started using an AI program to correct his dyslexia. Dyslexia is a common reading difficulty that affects 1 in 5 people (Yale Center for Dyslexia, 2022). It is classified as a learning disability in schools.
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A Metronome, not a Mouse: An Affordable Approach to Dyslexia
Strengthening rhythm and timing builds the foundation for reading—and it can be done simply and affordably.”
New research is reshaping how dyslexia is understood, showing that brain timing and rhythm play a critical role in learning to read. While many technology-based interventions address these findings, their high cost puts them out of reach for most families.
Matthew Glavach, Ph.D., founder of StrugglingReaders.com, offers a practical, research-based alternative using simple tools—such as a metronome and paper-and-pencil activities—to strengthen rhythm, timing, and reading skills in engaging ways.
Designed for home and classroom use, Glavach’s three-book series is affordably priced at $15.95 per book and aligns directly with reading instruction. The program may also support individuals with stuttering, autism, and attention-deficit/hyperactivity disorder.
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Eleven-year-old Millie from Salford, Greater Manchester, has turned her personal struggle with dyslexia into an innovation that could help thousands of others. Inspired by her own experiences of headaches, nausea, and words “moving around” on the page, Millie designed colour-changing glasses with interchangeable lenses that allow users to select the hue that eases visual stress and improves reading comfort. Her invention, the rainbow spectacles, won a gold medal at the Primary Engineer MacRobert Medal, standing out among more than 70,000 entries.
With the support of manufacturing firm Thales, Millie’s prototype is now a tangible reality, demonstrating that young minds can tackle real-world problems with creativity, empathy, and determination. Engineers involved in developing her design praised Millie for her innovative thinking and clear communication, noting that the glasses address a common challenge that is often overlooked.
Key findings include:
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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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