The piece explores dyslexia from a child’s perspective – school, language, identity, and what it feels like when the letters on the page refuse to cooperate.
Read about it HERE
Why Dyslexic Kids Grow Up to Build Business Empires
Teachers and the science of reading
Which of the report’s findings or results do you find most encouraging? And which is most troubling?
There is a lot to be encouraged by here. The growing understanding of phonics and word recognition among teachers is promising, as is the finding that 81 percent of respondents recognize the importance of breaking words into parts to support struggling readers. We were also especially glad to see the report include information on understanding the needs of students with dyslexia and English learners.
At the same time, several findings are deeply concerning. We are troubled by the continued finding that only 2 percent of teachers report learning evidence-aligned reading practices during their pre-service training, as opposed to the training they receive after years of teaching. This means the overwhelming majority of teachers have been entering classrooms without the knowledge they need. It is also troubling that 56 percent of teachers still associate dyslexia primarily with letter reversal. Finally, we are also concerned by the “science of reading gap” in high-poverty schools and at intermediate and secondary grade levels.
Read more HERE
Dyslexia is only one of many reasons a child might struggle with reading and writing
Whether and when to use the label “dyslexia” has been a perennial debate in education, write Penelope Hannant and Julila Carroll from the University of Birmingham.
Some experts and academics argue that there is too much focus on the diagnosis of dyslexia, rather than on providing support for all children who struggle to learn to read. Others argue that children with the most significant difficulties have to fight to get the recognition they need.
Public figures, including celebrity chef Jamie Oliver, have called for all children to receive early screening for dyslexia.
We work together as researchers in psychology and education, with expertise in how children learn to read, dyslexia, neurodiversity, and how children with special educational needs should be supported. While calls for universal dyslexia screening are well intentioned, we believe this approach could lead to more problems than solutions.
One concern is the lack of accuracy in many screening tools, which can result in unclear or misleading outcomes.
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Professor studies impact of physical activity on attention in kids with dyslexia
A Mercer University professor is researching the impact of physical activity on attention in children with dyslexia, with initial findings showing movement breaks can improve elementary school students’ focus.
Dr. Adam Keath, director of the health and physical education program in the College of Education, said researchers already know that physical activity during the school day has significant effects on neurotypical students’ academic performance, but not much is known about the effects on students with dyslexia. At the same time, students with dyslexia often use more cognitive processing while reading, which can lead to academic fatigue.
Read more HERE