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
A long-awaited dyslexia report has been received by Tynwald and its recommendations approved.
It was the final document from the Tynwald Select Committee on Dyslexia, Dyscalculia, Dyspraxia, and Dysgraphia.
The committee was formed following a Tynwald Petition for Redress, and its final report followed 18 months of evidence gathering involving families, educators, professionals, and government representatives.
The report had been under the spotlight in recent weeks after the Council of Ministers accepted just two of the committee’s 12 recommendations.
Read it HERE
This article focuses on the importance of crafting clear, personalised, and context-sensitive recommendations in diagnostic reports for children with dyslexia. It emphasizes that effective recommendations must consider the child’s individual needs, classroom environment, and broader community to be realistic and actionable, thereby serving as catalysts for meaningful change. The piece highlights challenges such as limited specialist resources and time constraints faced by educators, underscoring the need for concise, relevant advice that explains the rationale behind each recommendation. Ultimately, the article argues that the true value of a diagnostic report lies not in identifying needs alone but in providing specific, practical guidance that supports implementation and benefits both the child and their educational setting.
Read more HERE
A recent study conducted by the University of Edinburgh has revealed genetic links between dyslexia and attention deficit hyperactivity disorder (ADHD). The study found that dyslexia and ADHD often co-occur and share many genes, distinguishing them from other developmental and mental health conditions such as autism and schizophrenia. The findings could potentially inform the development of targeted support systems for individuals with dyslexia or ADHD. The study analyzed large datasets of genetic information and identified specific genetic regions and genes that overlap between dyslexia and ADHD. The research is published in the Journal Molecular Psychiatry and was supported by various organizations including Wellcome and the Max Planck Society. [Extracted from the article]
Read more HERE
The first step to solving a reading delay is knowing it exists.
Decades of research have found that all children learn to read by developing the same core skills. This applies to children with dyslexia, English language learners and those reading well beyond grade level. Per the science of reading, some kids just need more targeted and explicit instruction — more time building whichever specific reading skill (and there are several) isn’t growing as fast.
But to do that, teachers need to figure out which skill is lacking. It takes a particular kind of training and the right tools — and until recently, many Connecticut schools lacked both.
Read more HERE
Many children with dyslexia describe school, revision and work as a constant uphill struggle, alongside a significant mental health impact: 59% of dyslexic children report being bullied or teased, and 70% say it makes them feel bad about themselves. These challenges often continue into adulthood, with 97% of dyslexic adults reporting mental health issues at work and 33% taking time off because of it.
We believe this can change. We are calling for more inclusive, dyslexia-friendly classrooms and workplaces, and we continue to train educators and employers to provide better support. As part of this, we are inviting people to take part in a Virtual Everest Challenge to raise awareness and support.
See it HERE