Finding Fluency
All I wanted was for my son to become a reader. I wanted him to be able to read easily and automatically, without effort.
Continue readingNews & Views from Davis Dyslexia Association International
All I wanted was for my son to become a reader. I wanted him to be able to read easily and automatically, without effort.
Continue readingHere’s something I desperately wish we saw more of: letting kids learn literacy on their own terms, without the intense pressure that it often carries.
Continue readingDyslexic children often experience difficulty with phonetic decoding. Researchers and educators use nonsense words – also called nonwords or psuedowords
Continue readingDyslexics learn differently. That’s pretty much baked into the definition of dyslexia. Dyslexia is not the result of poor teaching, nor is it the same as reading failure.
Continue readingSome kids are interested in “writing” when they’re 2. They love letters and learn all the letter names and the
Continue readingRecent research utilizing a new, objective measure shows a strong link between mental imagery abilties and reading comprehension among adults.
Continue readingIn this video, I discuss the second “elephant”: who invented reading and why is it so difficult for some people?
Continue readingThe Picture Grammer app is a handy, image-based reference for dyslexics, visual thinkers, and those learning English as a foreign language.
Continue readingOver the years I have confronted two persistent myths about dyslexia. These myths seem contradictory, but both are based on a misunderstanding of dyslexia. And both also stand in the way of dyslexic children receiving meaningful and effective help.
Continue readingDEAR is a literacy challenge- it stands for ‘Drop Everything and Read’. But it’s not a way of reading that
Continue readingThe British Dyslexia Association says that dyslexic children cannot learn to read from phonics teaching alone.
Continue readingDyslexic children who fall behind in the early years of their schooling usually perform poorly on tests of phonemic awareness or phonetic decoding.
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