Illustrator says book helped with her own dyslexia

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A children’s book illustrator, nominated for a Carnegie Medal, said she had been trying to hide her dyslexia while making her book.

Kate Rolfe, from Framlingham, Suffolk, wrote and illustrated Wiggling Words, a “story about a child lost in a forest of letters”.

The story has been shortlisted for a Carnegie in the illustration category.

Rolfe said she was “thrilled” with the nomination and said the response to the book had given her “the confidence to unmask more of who I am”.

Read the rest of the article HERE

Dyslexia and ADHD should not be a barrier to enjoy books

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World Book Day is a wonderful celebration of reading, writes Adam Dance MP.

Schools across our area mark the occasion with costumes, storytelling, and activities that encourage children to discover the joy of books.

But for some children and adults, reading is not always straightforward.

I know that from personal experience.

I live with severe dyslexia and ADHD, and reading traditional text can sometimes be difficult.

Read the column HERE

Trends in testing effect research: from lab to classroom, but not yet for all learners

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Active retrieval leads to better learning outcomes than passive study. This perspective, in which we analyze 23,850 publications, reveals an increasing focus on the educational applications of this testing effect but limited attention to subpopulations with learning disabilities. Using dyslexia as a case study, we identify theoretical grounds to question whether testing effects generalize universally, highlighting the need for empirical research. Future research should examine benefits of testing in neurodiverse learners to develop tailored interventions.

Read more HERE

Why Uneven Development Matters in Dyslexia

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  • Dyslexia often shows uneven abilities, with strong reasoning or language alongside reading difficulty.
  • Research shows IQ discrepancy should not determine who receives early reading intervention.
  • But those findings do not mean intelligence or cognitive strengths are irrelevant to dyslexia.
  • Education should identify and cultivate dyslexic students’ strengths while addressing reading challenges.

Read the full article HERE

Sense and Sensitivity | Parent wants to support daughter with dyslexia

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Your local public school system should offer specialized programming and support for your daughter. Additionally, your daughter may need the resources of a specialized school to cultivate her abilities while in the company of other students who are learning to manage their challenges. If her current school is not properly equipped, you can research specialized schools in your area — even if they are private schools — and petition the local school system to pay for her to go there. It may take a large effort, but you may be able to get her the support she needs at no extra expense.

Read more Q&A’s HERE

Dyslexic students banned from using computers

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Students with dyslexia will not be allowed to systematically use computers and adapted software in high schools.

The Council of States narrowly rejected a motion by Valais MP Sydney Kamerzin, overturning earlier approval by the National Council. 

Supporters argued the measure would close a gap, as such tools are already permitted in primary school, lower secondary and at university. 

Senator Fabien Fivaz questioned why students should lose access at a crucial stage. 

Opponents in the upper chamber ultimately blocked the proposal by 21 votes to 19.

Read it HERE