West Branch senior Cassie Madison was presented with the Congressional App Challenge award by U.S. Rep. Bill Johnson. Madison, shown with Johnson, created Dysulator, to help students with dyslexia, like herself. She created the app through Android Studio using kotlin code. Madison hopes “parents and teachers can use this app to understand dyslexics and make a positive change in our future.” Her app has three main components: an dyslexia tab, an interactive game simulator and a help and support tab. The game simulator attempts to recreate how a dyslexic person would see and feel throughout a game. Madison is one of four students from Ohio who were selected as winners.
Researchers estimate that dyslexia affects between 5 and 12 percent of the U.S. population — and as many as 80 percent of students who struggle with reading.
If you find that statistic startling, you’re not alone: It wasn’t until 2017 that New York State clarified that a diagnosis of dyslexia could be used in classifying students with a learning disability in order to determine eligibility for special education services and Individualized Education Programs (IEPs).
Researchers at the São Paulo State University in Brazil and Paris Diderot University in France have for the first time conclusively showed that green light filter can help children overcome symptoms of dyslexia. Specifically, nine and ten year-old children with dyslexia improved their reading time significantly when using green color glasses.
In recent reading tests, 25 percent of Oklahoma students scored below basic level, or unsatisfactory, while 28 percent scored proficient. Those numbers were worse for kids with identified learning disabilities like dyslexia.
So now a task-force is compiling a resource handbook for parents and teachers.
Dyslexia is the leading cause of reading failure and school dropouts. Reading failure is the most commonly shared characteristic of juvenile justice offenders. One Texas study even showed that half of prisoners have dyslexia. About half of third graders in Colorado can’t read at grade level, and many are students with dyslexia.
NoticeAbility is advancing a new methodology to educate middle and high school students with dyslexia by offering professional training and capacity building to teachers, parents and instructors who work with this population. NoticeAbility provides access to its enrichment curricula to professionals in schools, afterschool organizations and Juvenile Justice Facilities as a practical tool to support its training methodology.
The Dyslexie font, designed in 2009 by graphic designer Christian Boer, claims to have positive effects on reading for those with dyslexia. This development comes from the argument that children with dyslexia require a larger font size and greater spacing between letters to enhance reading abilities. However, dyslexia has historically been known as a phonological deficit, rather than a visual one, calling to question this claim. This research looks into the effects on reading of using Dyslexie font compared to mainstream fonts, and uncovers the reality of specialized fonts such as Dyslexie.
For dyslexic children, the multi-sensory approach to learning — from sight to sound — is a struggle, which is what a team from Nanyang Polytechnic (NYP) hopes to address with an enhanced teaching tool.
Called the ProCubeX, the cuboid-shaped gadget works with an application loaded with lesson plans of varying difficulty levels.
The human cost of letting our students continue on without the appropriate intervention is unacceptable. We’re doing targeted research-based, intensive instruction; three kids to one teacher ratio, 45 minutes a day. It’s something that we really haven’t done before in public education.
A presentation skills tool has been developed by by the Dyslexia Association of Singapore (DAS) and a group of students from Nanyang Technological University. It is aimed at dyslexic students who will be entering tertiary institutions. It will be introduced to 50 students across 14 DAS centres in September.
Well not really but read the great story by Lisa Wood Shapiro, who was and is dyslectic but has found remarkable ways to get around most issues and works as a writer. She says:
But I’ve never thought of myself as having a disability. Instead, I see it as a glitch, and one I’ve gotten good at masking. I’ve been able to hide my dyslexia for decades simply because I live in an age of technological wonders. Microsoft Word spell-checks most every syllable I write. When my dyslexic mind mangles a word so much that it’s rendered un-spell-checkable, I’ll deploy an arsenal of workarounds. I might reverse-engineer a word by typing an easy synonym into the thesaurus, or I might paste my best attempt into my browser bar and let the search engine offer the correct spelling as a suggested query.
Using MRI measurements of the brain’s neural connections, or “white matter,” UW researchers have shown that, in struggling readers, the neural circuitry strengthened—and their reading performance improved—after just eight weeks of a specialized tutoring program. The study, published June 8 in Nature Communications, is the first to measure white matter during an intensive educational intervention and link children’s learning with their brains’ flexibility.
The dyslexia association of Singapore will roll out programmes that make use of augmented reality and virtual reality (VR) technologies by next year. One such programme is iStudySmart, which immerses students in different virtual environments. For example, they can practise their presentation skills by putting on a pair of VR googles and speaking to a virtual audience.