Research, perspectives, technologies that may influence thinking about Dyslexia

In this fast-paced world, it can be difficult to keep up with the latest news and research from so many different sources. What’s true? What’s not? Who is reliable? Who is just trying to sell the latest fad? In an effort to keep you in the loop, we have provided a few of our favorite links below.

1. “‘Summer Learning Loss’ Is a Long-Standing Belief in Education, But Is It Real?
   In this article from the Washington Post, Valeries Strauss highlights two educators who are challenging the longstanding notion of “summer learning loss”—that children lose academic ground over summer break. The commonly preferred advice to parents to prevent any such losses is also examined.
2. “10-Year-Old’s ‘Reverse’ Poem About Dyslexia Goes Viral: ‘Words Are So Powerful'”
   If you haven’t seen it already, the reverse poem crafted by a 10-year-old in England is worth your time. The young student does not have dyslexia, but she penned a poem that can be read from top to bottom or bottom to top to reveal very different messages about how other students may feel about having dyslexia. The Today segment linked to above tells the story.   https://dyslexiaida.org/around-the-web-dyslexia-connection-vol-9-issue-2/  

Helping students with dyslexia prepare for the ACT

https://www.smartbrief.com/original/2019/04/helping-students-dyslexia-prepare-act?utm_source=brief&utm_medium=FeaturedContent&utm_campaign=EducationOriginals

Tips to identify, support students with dyslexia

About 20% of all students have a learning disability, &dyslexia is the most common condition, according to reading & dyslexia specialist Donell Pons. In this blog post, Pons provides several ways to help identify students who may have dyslexia & offers suggestions about how to support them. SmartBrief/Education 

What's Its Like to read when You Have Dyslexia

The largest group of children who receive special  education services are those identified as having  specific learning disabilities (LD).  The most common of all learning disabilities is developmental reading disorder and dyslexia is one of the most common  recognized reading disorders.  Individuals with  dyslexia have average or above average intelligence but experience difficulties with reading, and spoken and written language.  Dyslexia affects how the brain processes reading and language and makes it difficult for those affected to interpret letters or symbols.  Some individuals with dyslexia describe having  problems with words and letters appearing to jump around the page as they read.  Dyslexia is a commonly

misunderstood learning disability and sometimes  parents and teachers assume that children with reading disorders are lazy or unmotivated and just don’t try hard enough. A friend of an individual with dyslexia in the United Kingdom wanted to create a simulation so that others could experience what it is like to read when one has dyslexia. That friend created a website that allows users to read about the condition while experiencing the difficulties caused by dyslexia. This website, https://geon.github.io/programming/2016/03/03/dsxyliea, is helpful for parents & teachers to actually see and experience the frustration, the level of concentration, the amount of time, & the difficulty that their kids experience daily with reading.   Check it out and see how well you cope with the dyslexia simulation. 

Website Demonstrates Reading with Dyslexia

A website simulates the difficulty that someone with dyslexia has reading. The site shows, among other things, how those with dyslexia view words and sentences that can shift in appearance.

The Independent (London) (tiered subscription model)

Firm devises high-tech way to screen for dyslexia

Traditional screening for dyslexia, typically done on paper, could be replaced by eye-tracking cameras on computers that use artificial intelligence and algorithms. Officials promoting the technique say it could lead to the identification of more students with dyslexia.  http://www.smartbrief.com/s/2017/12/firm-devises-high-tech-way-screen-dyslexia   

AT for Reading: More Web Reading Options

A good Web reader omits extra things you don't really want or need to read to help you focus on the main article. In this issue's installment of "Dr. Dave's AT Lab," Dr. Dave reviews two more apps for reading articles on the Web and discusses how well they work to remove distractions.  https://dyslexiaida.org/at-for-reading-more-web-reading-options/

Spelling & Dyslexia

Spelling is a challenge for children with dyslexia. This fact sheet explains how weaknesses in language skills (including the ability to analyze and remember the individual sounds in words) affect spelling and how we can help children with dyslexia become better spellers.  http://www.readingrockets.org/article/spelling-and-dyslexia

Related:  Why Phonological Awareness Is Important for Reading and Spelling

Why Phonological Awareness Is Important for Reading and Spelling

Phonological awareness is critical for learning to read any alphabetic writing system. Rresearch shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading & spelling development. http://www.ldonline.org/article/28655/  Related: How Spelling Supports Reading

Apps for Kids with Dyslexia and Learning Disabilities

The right app can help a child with dyslexia or other reading-based learning disabilities practice literacy and learning skills, while having fun. This collection of apps supports kids who struggle with phonics, pronunciation, spelling, vocabulary, comprehension, handwriting, word processing, and composition. We've also included text-to-speech apps, audiobook apps, and apps that help children with organization and goal-setting.   http://www.readingrockets.org/literacyapps/dyslexia-and-learning-disabilities

 

Most Reading Difficulties Can Be Resolved or Diminished

Most reading difficulties can be resolved or greatly diminished. How? Check out Carolyn D. Cowen's latest infographic packed with facts and links to important resources and solutions.  https://eida.org/most-reading-difficulties-can-be-resolved-or-diminished/

Signing of Research Excellance & Advancements for Dyslexia Act

 

Dyslexic Advantage applauded President Obama's signing of the READ Act or Research Excellence and Advancements for Dyslexia Act into law today. The law requires the National Science Foundation to fund research into "the early identification of children and students with dyslexia, professional development for teachers and administrators of students with dyslexia, curricula and educational tools needed for children with dyslexia, and implementation and scaling of successful models of dyslexia intervention." http://www.prweb.com/releases/2016/02/prweb13224709.htm?utm_source=IN*THE+KNOW+February+E-Newsletter&utm_campaign=IN*THE+KNOW+E-Newsletter&utm_medium=email

Tech tools help remove barriers for students with dyslexia

Technology has helped remove barriers to learning for many students with dyslexia and other learning disabilities. This article highlights tech tools suggested by educators such as speech-to-text programs and digital pens that record notes.
KQED.org 
http://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/

IDA Releases New Fact Sheet on the Knowledge and Practice Standards

The IDA (International Dyslexia Association) Knowledge and Practice Standards for Teachers of Reading (Knowledge and Practice Standards) provide a comprehensive research based framework that articulates what all reading teachers and specialists should know and be able to demonstrate to teach reading successfully to all students. The focus of the Knowledge and Practice Standards is the structure of language and its component systems, their connections to design and delivery of instruction, and the complex nature of skilled reading. Such knowledge is critical in teaching those with dyslexia and other struggling readers, but all students can benefit from the Structured Literacy approach.  http://www.interdys.org/ewebeditpro5/upload/KnowledgeAndPracticeStandards1214b.pdf

MEET JOSEPH IN THE LATEST ‘AT IN ACTION’ VIDEO

Assistive Technology (AT) devices can be highly effective tools to help individuals with disabilities participate fully in school, at home, and in the community. The ‘AT in Action’ video series offers real-world examples of how AT is making a difference in the lives of children and young adults. Viewers will meet Joseph, an 11th grade student who has dyslexia and dysgraphia. He uses the audio book apps Read2Go and Learning Ally to more easily access books. This fully captioned video series, funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), is produced by PACER in conjunction with the Family Center on Technology and Disability (FCTD). Watch the video     https://www.youtube.com/watch?v=cL5tHylZKBs&list=UUMdRB40R-8wzhURlXaTE56A

What's Going on Inside a Dyslexic Student's Brain?

There's no such thing as a "normal brain." In fact, there's a lot of diversity in how different brains process information — a challenge for educators tasked with teaching a diverse group of learners. Dyslexia is a common variation that affects how kids read, but what's really going inside the brain of someone affected by it? Kelli Sandman-Hurley's TED-Ed video explains.  Watch video >  http://blogs.kqed.org/mindshift/2014/09/whats-going-on-inside-a-dyslexic-students-brain/

Study: Technology may remove barriers for students with dyslexia

Preliminary research shows that reading on a smartphone or tablet may benefit students with dyslexia, in part, because there are fewer words on the page. Researcher and astrophysicist Matthew Schneps, who also has dyslexia, conducted a study of 100 students with the condition. PBS (9/11)   http://www.pbs.org/newshour/updates/smart-phones-beat-paper-best-device-reading/

Childhood physical abuse linked to higher dyslexia risk

People who were physically abused as children were roughly five times more likely to have dyslexia than those without such adverse childhood experiences, according to a study in the Journal of Interpersonal Violence. PhysiciansBriefing.com/HealthDay News (7/8)  http://www.physiciansbriefing.com/Article.asp?AID=689556

Boosting Vocab with Word Maps

 

Semantic maps (or graphic organizers) are maps or webs of words. Maps can visually display the meaning-based connections between a word or phrase and a set of related words or concepts. Semantic maps help students — especially struggling students and those with disabilities — to identify, understand and recall the meaning of words they read in the text. Get the step-by-step on using semantic maps, how to integrate technology into the strategy, and a sample lesson.  http://www.ldonline.org/article/Connecting_Word_Meanings_Through_Semantic_Mapping

Summer Reading for Kids with Dyslexia

 

12 simple strategies to help your children keep the academic skills they learned during the school year. Support them as they read. Give them material that is motivating — and some of it should be easy. Help them enjoy books and feel pleasure — not pressure — from reading. The summer should be a relaxed time where their love of learning can flower.   http://www.ldonline.org/article/15569/