News from the web:
Edugamestar is a new website by the Reading and Writing Institute to help children with their Dyslexia through online reading games.
You will know the phenomenon that your child can sing every line from a lady GaGa song yet has trouble retaining other knowledge. Edugamestar tries to work that angle and engage the children with some games.
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The answer to overcoming dyslexia requires bridging the gap between scientists and educators, says Dorothy van den Honert, author of the new book, “Wiping Out Dyslexia with Enhanced Lateralization: Musings from my forty years of wiping” (published by AuthorHouse).
In the book, van den Honert outlines her Reading From Scratch program, a new teaching strategy for children with dyslexia. The program, based on years of van den Honert’s research, is designed to get a child up to grade level or better in a year or two of lessons.
“As a teacher for over 11 years, I saw the misery of children suffering from dyslexia first-hand, as the usual teaching techniques failed,” van den Honert says. “Clearly just phonics was not the problem, so I realized that the delivery system had to be faulty.”
The book tells the story of how van den Honert used neurology to form a plan for teaching students with dyslexia to read. She also reflects on the validating experience of passing on the technique firsthand to the students she taught.
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Read all about it HERE
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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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