Category: Learning to Read

Comprehension Strategies win out

Posted on August 16, 2019August 17, 2019 by Abigail Marshall

A meta-analysis of long-term effects of school-based reading interventions shows teaching comprehension strategies is more effective than teaching phonics.

Picture Grammar App for Visual Learners

Posted on August 6, 2019August 7, 2019 by DDAI

Picture Grammer, a new app for iPads, is a reference for dyslexics, visual thinkers, and those learning English as a foreign language.

Facilitation – Making it Easy

Posted on July 24, 2019July 25, 2019 by Abigail Marshall

The dictionary defines facilitate as “to make easier or less difficult: help foward”. How this approach differs from teaching or tutoring.

Unflipping the Letters

Posted on June 29, 2019July 6, 2019 by Abigail Marshall

It’s natural to confuse b and d — it is the unlearning of “mirror generalization” that’s hard. Here’s what scientists have discovered.

Thinking with Clarity – 3D Thinking

Posted on June 24, 2019June 28, 2019 by DDAI

A look at how three-dimensional thinking and perception can be tied to difficulties with reading and print. From New Zealand

Phonemic Awareness: A different take

Posted on May 26, 2019May 30, 2019 by Abigail Marshall

Updated: Are dyslexic kids better at hearing the discrete sounds of language than others?

Why it’s tough to learn to read through phonics:

Posted on May 15, 2019July 2, 2019 by DDAI

This engaging video from top educators explains why so many kids are confused when taught to “sound out” English words.

5 Steps for Active Reading with your Child (Part 2)

Posted on April 6, 2019April 6, 2019 by Ayo Magwood

Five ways that you can help improve your child’s comprehension and encourage critical thinking as you read aloud.

Reading Actively to your Dyslexic Child

Posted on March 28, 2019April 6, 2019 by Ayo Magwood

Read ACTIVELY and aloud to your children for at least 30 minutes each night until their homework load and extracurricular activities no longer allow time for it, which generally occurs sometime in middle school.

Making Progress is Not Enough

Posted on February 18, 2019July 2, 2019 by Christina Tan

The phrase “making progress” is misleading. Children with dyslexia need to close the gap to catch up to their peers.

The nonsense of teaching nonsense words

Posted on February 12, 2019March 3, 2019 by Abigail Marshall

Dyslexic children often experience difficulty with phonetic decoding. Researchers and educators use nonsense words – also called nonwords or psuedowords

Research Update: Morphemes, Meaning, and Dyslexia

Posted on November 6, 2017August 3, 2019 by Abigail Marshall

In recent years, several separate teams of researchers have issued a series of groundbreaking studies, focused on the reading strategies