Learning Ally today announced new findings from a randomized controlled trial conducted in collaboration with researchers from the McGovern Institute for Brain Research at the Massachusetts Institute of Technology and the Wheelock College of Education and Human Development. This landmark study provides powerful new evidence validating the positive impact of Learning Ally’s unique approach to audiobook-based interventions on student literacy development.
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One’s standing among peers can often be more important for a young person than the support they would receive from the special needs teachers in their school. Resistance to being labelled with dyslexia, or ADHD or autism is quite common in schools.
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Newer research now suggests that dyslexia is not at all a disorder but a specialization in exploration, that was selected during human evolution. People with dyslexia (and these can be up to 10-20% of a population) are specialized to explore the unknown and this can play a fundamental role in human adaptation to changing environments. Thus, without dyslexic people and their explorative hunter and gatherer skills, humanity would not have survived tough times during the last 300.000 years of its evolution. But then 5.000 years ago with the advent of written languages and their importance for cultural development, brains with rapid automated processing skills had an advantage over explorative brains and the readers and writers were the winners of this development. However, now with the help of computers and AI tools, explorative brains may play again an important role in human evolution if we manage not to destroy our planet during this time.
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A major study has revealed that where a child goes to school plays a role in whether they get diagnosed with a specific learning difficulty or not. Lead author, Dr Johny Daniel explains.
Two children sit in different schools. Both struggle to read. Both have similar low scores on national tests. But while one gets a diagnosis of specific learning difficulties and a package of support, the other is left to fall behind.
My colleagues and I have carried out new research analysing the records of around 540,000 primary school children across England. It reveals a troubling picture. Whether a child gets identified with specific learning difficulties – an umbrella term for conditions involving difficulties with reading and mathematics – depends not just on how they perform academically, but on the school they go to, their gender, their family’s income, their first language, and even the average ability of their classmates.
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