Research Shows Dyslexia Not Brain Abnormality, Can Be Overcome

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New research has shown that there is no difference in the way children with dyslexia think while reading, when compared to children without reading difficulties. Edublox specialises in helping children with learning and reading problems overcome these difficulties.

According to popular belief dyslexia is a neurological disorder in the brain which causes information to be processed and interpreted differently, resulting in reading difficulties. Historically, the dyslexia label has been assigned to learners who are bright, even verbally articulate, but who struggle with reading; in short, those whose high IQs mismatch their low reading scores. When children are not as bright, their reading troubles have been chalked up to their general intellectual limitations.

However, with the advancement in technology and extensive research, this notion has recently been challenged by neuroscientist John D. E. Gabrieli at the Massachusetts Institute of Technology.

The study involved 131 children, aged 7 to 16, and following a simple reading test and an IQ measure, each child was assigned to one of three groups: typical readers with typical IQs, poor readers with typical IQs, and poor readers with low IQs.

Read all about it HERE

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Dyslexia and the Rockefellers

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One of the great ironies of the Progressive Education Movement is that its leaders were able to convince John D. Rockefeller, Jr. that he ought to give his sons a good progressive education and donate $3 million to the Lincoln School, a new experiment in social education in accordance with John Dewey’s radical new ideas. So he put Nelson, Laurence, Winthrop, and David in the school, which turned them all into dyslexics, proving that progressive reading programs can cause dyslexia.

Unfortunately, Rockefeller’s four sons were some of the earliest victims of school-induced dyslexia, a condition they had to deal with for the rest of their lives.

Read all about it HERE

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Neuroscientific interventions for dyslexia: red flags

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I’m often asked for my views about interventions for dyslexia and related disorders. In recent years there has been a proliferation of interventions offered on the web, many of which claim to treat the brain basis of dyslexia. In theory, this seems a great idea; rather than slogging away at teaching children to read, fix the underlying brain problem. If your child is struggling at school, it can be very tempting to try something that claims to re-organise or stimulate the brain. The problem, though, is sorting the wheat from the chaff. There’s no regulation of educational

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Pilot project on dyslexia stalls over cost

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A pilot project to provide early screening and intervention for children with risk factors for dyslexia apparently is another victim of the state’s gloomy fiscal condition.

The proposal to begin the pilot project in three Illinois school districts — to be determined by the State Board of Education — stalled in an Illinois House committee Thursday. The legislation, HB 4084, is sponsored by state Rep. Naomi Jakobsson, D-Urbana.

Jakobsson decided to leave the bill in the committee after several lawmakers expressed concerns about its undetermined cost.

The bill states that the project is “subject to appropriation,” meaning that it wouldn’t become effective until the cash-strapped state has the money to afford it.

Read all about it HERE

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1500 free worksheets

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The American Dyslexia Association offers more than 1500 worksheets for free on its website. The worksheets follow the AFS-method, a very successful method to help children with dyslexia and dyscalculia. If a child has dyslexia or dyscalculia, it is not enough to work on the mistakes. The child also has to learn to be attentive all the time when reading, writing and calculating. Furthermore, it is important to train the child’s perception to improve reading, writing and calculating skills.

Read all about it HERE

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The Dyslexic Advantage

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Over the holidays I have been reading, between wrapping packages, decorating the tree and visiting with friends and neighbors, the book, The Dyslexic Advantage:  Unlocking the Hidden Potential of the Dyslexic Brain,” by Brock L. Eide and Fernette F. Eide.  While reading this book I have yelled in enthusiasm, cried real tears, wondered what might have been, and have been sad and positive in the same moment.  It is a very positive book about dyslexia.  It’s about hope and opportunities for those that have this type of brain.  I’ll write more about this book in a future blog.  What i plan to write today is an individual’s background being a dyslexic–me.  Problems, hopes, techniques, the sadness of it all…

The earliest I remember being in school was in second grade in Harrison, New York.  I knew early on I was different–I had troubles with spelling words, with reading and in doing “my numbers.”  That’s all I remember of the class except that the female teacher was big.  Not fat, but a large grandmotherly type who was not friendly.  That’s what I remember.  I also remember wanting to do well.

Read all about it HERE, HERE and HERE

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