PC READS’ President, Elissa Aten, shares her thoughts during Dyslexia Awareness Month.
PC READS and The Hall Family Foundation are hosting Barbara Wilson in Park City! While here, she will meet with teachers, parents and provide a community presentation on “Navigating Reading Success.”
EXCERPT FROM ARTICLE: One in five students has a language-based learning disability, and the most common, by far, is dyslexia, Aten said. Those who attend the event will learn about the reading program teachers in Park City schools have adopted, which helps all students learn to read with multi-sensory methods, especially those suffering with dyslexia. The plan is to eventually include all third-graders as well – it is currently being taught to third-graders at McPolin – and to feature a structured support system for dyslexic students who need extra assistance.
Dyslexia is the most common learning disability. This article by PC READS provides an excellent overview for parents and educators. It was originally published in the Park Record’s 2016 “Park City Parent – Back to School” edition.
Excellent audio documentary about dyslexia – including history (have you heard about the “Reading Wars?”), advocacy work and personal stories. Definitely worth an hour of your time! Please share widely.
“There are proven ways to help people with dyslexia learn to read, and a federal law that’s supposed to ensure schools provide kids with help. But across the country, public schools are denying children proper treatment and often failing to identify them with dyslexia in the first place.”
Detroit’s new School Superintendent,Nikolai Vitti, shares his background and passion for helping students with dyslexia.
EXCERPT: Among the worst moments of elementary school came when his teachers would pick a child, one by one, to read a passage from a book. “I remember sweating and thinking, ‘Oh, my God, please do not pick me.’ And then having to read and kids laughing.”
Dyslexia is a literacy issue, which is why spreading awareness throughout communities is so important! The Costco Connection’s August issue, with this article on dyslexia, will reach 12 million households. How wonderful!
“Early diagnosis and intervention are crucial: There’s a short window of time when children learn to read, and after that point, they must be able to read with comprehension in order to continue learning. Indeed, literacy is key for a healthy self-concept, learning practical life skills and optimal psychosocial development.”
Kyle Redford’s articles are thoughtful and on point. Continuing to spread awareness about dyslexia is necessary so that all students are able to reach their potential.
EXCERPT: In order to identify dyslexics, teachers have to know the clues. Dyslexics are slow and effortful readers, but they are often the students who demonstrate a sophisticated understanding of content or story. They often have sloppy handwriting and struggle with spelling, but they have amazing ideas. In math, they may be the student who cannot retain their math facts, but readily offer creative ways to solve the problems. They struggle with written tests, but may lead class discussion. Overall, their weak mechanical skills shouldn’t be any indication of their intellectual abilities.
Historical article on dyslexia – from 1944!
“Millions of children in the US suffer from dyslexia, which is the medical term for reading difficulties. It is responsible for about 70% of the school failures in 6 to 12 year age group, and handicaps almost 13% of all grade-school children.” (Life, 1944)
(To read the full article from Life, look for the link in the article.)
Very thoughtful article which parents are sure to love!
“Dyslexia is ….. ONE part of my child. It’s also a part we embrace, and we hope that in time the world will learn to embrace all of our neuro-diverse brains as well.”
This article provides a very good overview about foreign languages and dyslexia, as well as specific suggestions to make learning a foreign language successful.
“How successful they are depends on the individual student, the approach taken, and to some degree, the language students choose to learn.”
Good article on ADHD, Dyslexia and Self-Esteem.
EXCERPT: ADHD symptoms are usually apparent from the first day of school, whereas dyslexia is often not fully recognized until fourth or fifth grade, when the shift is made from learning to read to reading to learn. Parents who express concern early on are often told by teachers that “every student reads differently and they will catch up.”
EXCERPT: Parents sometimes fear the label of “dyslexia” for their child. They do not want their child to feel different, but dyslexic kids do feel different, because they are. It is our responsibility to see that the difference is not equated with inferiority. Studies show that when children are diagnosed as having “dyslexia” — versus vague labels like “specific learning disability”— their self-esteem is positively affected.
Have you heard of the “Reading Wars?” When advocating for struggling readers, it’s important to understand the history of teacher training & reading instruction.
EXCERPT: If we peel back the skin of the reading onion, we can understand why. For fifty plus years the education profession has been embroiled in a fundamental debate regarding the teaching of reading. We call this debate the “Reading Wars.” It pitted the teaching of reading using whole language versus the teaching of reading through systematic and explicit phonics instruction, which decades of reading research supports (e.g., Adams, 1990; Berninger & Amtmann, 2003; Liberman, 1973; Moats, 2006; National Reading Panel, 2006).
Dyslexia: Disability or Difference? Another excellent article by Kyle Redford! Sharing a few excerpts, but it’s worthwhile to read the entire piece.
“Additionally, as long as students with dyslexia have to fight for specialized reading instruction or access to assistive technology like audiobooks in classrooms, we cannot afford to move away from the disability classification. By definition, students with developmental dyslexia struggle to learn to read in spite of adequate instruction and otherwise high intelligence. In other words, their difficulties with accurate and/or fluent word recognition and spelling are “unexpected” given the student’s broader intellectual profile and environmental background.”
“Depending on the school’s reading program, dyslexics often need alternative remediation to learn to read. And the same things that make reading hard also make spelling and writing especially challenging. Most important, these challenges are not something students outgrow. Although developmental dyslexia’s impact on students usually morphs over time, it never goes away.”
“Nothing makes me prouder than hearing my children speak up for their needs. They understand the impact of dyslexia on their schoolwork and assignments. … They have the courage to change an environment that may work just fine for other kids, but that needs to be tweaked for them. That’s real bravery.”
What is dyslexia? Watch as reading expert Margie Gillis explains what dyslexia is, including signs and symptoms of dyslexia. Hear her talk about why reading is difficult for children with dyslexia, and how to help.