We are delighted to be working with M·E·L Research again, this time on a new study exploring the experiences of adults with dyslexia in the workplace. This research will build a deeper understanding of how dyslexia impacts working lives, with a particular focus on employment, inclusion and participation. The study will generate robust evidence to help inform future policy and practice, and will ensure that the voices of those living with dyslexia are at the heart of the work.
Read more HERE
See their website HERE
As schools explore how artificial intelligence can support teaching and learning, initiatives such as EtonHouse’s enterprise AI workspace invite a broader question: How might these technologies also support students who learn differently? (AI gender gap at work: Are women being left behind in Singapore’s AI push?, March 7).
For individuals with dyslexia and other learning differences, this development is particularly significant. Many of these students understand concepts well but struggle with the mechanics of reading and writing. AI tools can help reduce some of these barriers so that their thinking and understanding become more visible.
Read more HERE
A Metronome, not a Mouse: An Affordable Approach to Dyslexia
Strengthening rhythm and timing builds the foundation for reading—and it can be done simply and affordably.”
New research is reshaping how dyslexia is understood, showing that brain timing and rhythm play a critical role in learning to read. While many technology-based interventions address these findings, their high cost puts them out of reach for most families.
Matthew Glavach, Ph.D., founder of StrugglingReaders.com, offers a practical, research-based alternative using simple tools—such as a metronome and paper-and-pencil activities—to strengthen rhythm, timing, and reading skills in engaging ways.
Designed for home and classroom use, Glavach’s three-book series is affordably priced at $15.95 per book and aligns directly with reading instruction. The program may also support individuals with stuttering, autism, and attention-deficit/hyperactivity disorder.
Read more HERE
Affecting one in five Americans, Dyslexia is one of the most impactful learning disabilities in the country, yet it is fraught with misconceptions. On Thursday, members of the Northwest Iowa Dyslexia Support Group hosted a 101 course and simulation to provide insight on the disability’s impacts.
Composed of teachers and parents of children with dyslexia, the support group has met at the Sioux Center Public Library for the last four years to help fellow educators and families.
Sioux Center residents Renee Saarloos, Amanda Hulstein and Emily Kramer together with Jacinda Zoet of Hull formed the Northwest Iowa Dyslexia Support Group to raise awareness and provide education to the public about what it means to be dyslexic.
read more HERE
In a political climate already saturated with personal attacks, recent comments suggesting that individuals with learning disabilities—specifically dyslexia—should be disqualified from holding the highest office in the United States demand more than a rebuttal. They require a reframing of how we understand intelligence, leadership, and human potential.
Dyslexia, a neurological condition that affects how the brain processes written language, is often misunderstood. It is not a measure of intelligence, capability, or vision. Yet, as many as one in five Americans live with dyslexia—millions of individuals whose talents, perspectives, and leadership abilities are too often overshadowed by outdated stigmas.
The implication that dyslexia should disqualify someone from the presidency, or any position of leadership, is fundamentally at odds with both scientific understanding and historical reality.
Read the original post HERE