Reading interventionist among first graduates of UWA’s new dyslexia therapy degree program

Posted on by

When the University of West Alabama launched its master’s degree in dyslexia therapy in fall 2024, Rachel Walters saw an opportunity to gain the specialized training she wished had been available when her brother struggled with dyslexia as a child. Walters saw firsthand how few resources Alabama offered students with learning differences.

Now a reading interventionist at Briarwood Christian School in Birmingham, Walters works with students with language delays, attention-deficit/hyperactivity disorder and other reoccurring diagnoses, including dyslexia. Prior to enrolling in UWA’s program, she relied primarily on intervention strategies.

See more about it HERE

Assessing early dyslexia screening using the Rasch model for secondary school students

Posted on by

Early identification of dyslexia is crucial for mitigating academic challenges and ensuring timely interventions for students at risk. The existing research fails to resolve the psychometric issues for the screening instrument developed. Consequently, this study evaluates the psychometric properties of an early dyslexia screening instrument for secondary school students using the Rasch Measurement Model. 

Read more HERE

Adaptive Learning Platform for Dyslexic Students

Posted on by

Adaptive learning systems are a significant area of research in personalized education, especially for students with dyslexia, as structured and responsive instructional support can greatly enhance learning outcomes. Many conventional rule-based methodologies are not readily adaptable for personalized instruction or real-time modification. To overcome this limitation, this paper introduces a lightweight adaptive learning system that utilizes a machine learning model to produce instructional recommendations. The system employs a Decision Tree Classifier trained on structured quiz-response features to assess a learner’s proficiency and recommend the most appropriate learning stages. The platform is not meant to be a diagnostic tool; instead, it is meant to be a post-identification instructional support system.

Read more HERE

Language-based screeners may miss kids who struggle to read due to visual-processing issues

Posted on by

Reading difficulties, like dyslexia, are common and often affect achievement and outcomes during school and later in life. A new study, published in Current Biology, reports that current methods used to test for reading disabilities in young children may be missing a certain subgroup of children whose reading issues stem from visual-processing difficulties.

Read more HERE