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MANY children are falling under the radar.
Four out of every 30 students are likely to be suffering from visual dyslexia.
Often referred to as Irlen Syndrome, it is a specific and common form of dyslexia frequently overlooked by optometrists and in the education system.
Dr Peter Freney from Irlen Diagnostic Clinic in Buderim is calling on Queensland schools to get educated on the matter.
“In Australia we don’t do dyslexia very well,” he said.
“It needs better recognition in schools and there is a lot of room for teacher education for them to understand the process better.”
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Seeing the gap between what is known about dyslexia and remediation in Science, and what is understood about the subject by parents and teachers, Dynaread Special Education Corporation has launched a free online Q&A service. Dynaread hopes to help bridge the gap of science versus public dyslexia understanding by offering people the ability to get answers to their dyslexia related questions.
Dynaread has a team of reading specialists who can assist parents and teachers by providing them with answers to their reading remediation related questions. A simple to use online web form at https://dynaread.com/service/askQuestionForm is all it takes to get into contact with Dynaread?s team of reading specialists and ask a question about dyslexia.
With 5-10% of children struggling with reading, dyslexia is an issue facing many parents and teachers. Though a neurological issue, completely unrelated to intelligence, many people misunderstand what dyslexia is, and not being able to properly read has caused pain and embarrassment for parents and children alike.
Dekkers, CEO of Dynaread, states: ?At the annual IDA conference in Chicago a few months ago, I had the opportunity to personally meet one of America?s leading pioneers in dyslexia research and advocacy, Dr. Sylvia O. Richardson, MD, former President of the International Dyslexia Association . As someone who is passionate about helping struggling readers myself, I asked her what she could challenge me with. She stated: ?In spite of all the efforts of the International Dyslexia Association, all the advancements in reading sciences, and all our current understanding in reading disorders, this information has not yet reached the general public, nor our educational institutions.?
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Shortly after I started teaching in a secondary school, in the early seventies, I had a conversation with an eleven year old who had “bunked off” my English class, and who, I discovered, could not read. No-one had told me about this when I took over the class – a colleague asked me if I didn’t believe in “self-fulfilling prophecies” – and the deputy head told me with equanimity that “lots of boys in the first year can’t read”.
My response was to become a reading teacher, and from that time onward, I’ve been doing all I can to teach reading and other aspects of literacy as effectively as possible so that people will be able to read, with their problems either knocked out or severely cut down. After a few years, a certain amount of success and a couple of articles, I was introduced to an American book written during World War Two, with the educationally unfashionable title Remedial Techniques in Basic School Subjects, whose author, Grace Fernald, had developed simple and effective approaches to serious reading difficulties, including some caused by brain damage. She had done equally good work on basic arithmetic, and her insights into foreign languages coincided with work I’d done with children who had been failing in French (my degree subject).
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These days, it’s not uncommon to hear about dyslexia or other learning disabilities.
But when The Reading Group began its work to help children with dyslexia and other challenges, people tended to think of it as a disease for a doctor to treat, said Marilyn Kay, the organization’s founder and its former executive director.
Research and common knowledge about the subject have come a long way in the last 40 years, she said, and so has The Reading Group.
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Treatment for dyslexia can begin even before children start learning to read, a new study suggests.
Researchers from Italy found that the learning disability may be linked to problems with children’s visual attention. They said their findings could lead to earlier diagnosis and new treatments for those with the condition.
“Visual attention deficits are surprisingly way more predictive of future reading disorders than are language abilities at the pre-reading stage,” Andrea Facoetti, of the University of Padua, said in a journal news release.
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