Topic: dyslexia

child reads NPR Series: Unlocking Dyslexia

child readsAs the most common learning disability in the U.S., dyslexia affects somewhere between 5 and 17 percent of the population. In a five-part special series, National Public Radio (NPR) explores dyslexia. Articles include a first-person account by an NPR reporter Read more ›

Community Ed Session Dyslexia and Learning Differences: Signs and Classroom Strategies [presentation]

In this class for educators, Lisa Parnello, MEd, DP and Sand Hill Teacher & Instructional Coach Valerie Stephens discuss learning differences (LD) and their signs, the social-emotional impacts of LD, and classroom strategies that work. Read more ›

child-and-book What Parents Can Do to Help Kids Who Struggle with Reading

One in five people have dyslexia, and it affects people who use both languages based on alphabets (such as English) or logographics (such as Mandarin, Korean, etc.), making it a worldwide issue. Despite its prevalence, though, dyslexia is often misunderstood by the people who have it, by the parents of kids who have it and by the teachers who teach those kids.

So what can parents do to help children with dyslexia? Read more ›

Yale Center for Dyslexia The Yale Center for Dyslexia & Creativity [web resource]

Yale Center for DyslexiaThe Yale Center for Dyslexia & Creativity conducts dyslexia research, and it is a leading source of advocacy and information to better the lives of people with dyslexia.

The resources are organized by audience and topic, with sections for students (and adults) with dyslexia, for parents of children with dyslexia, and for educators.

You may wish to start with a few of these… Read more ›

Community Ed Session Signs of Learning Differences and Tips for Helping [presentation]

Did you know that 1 in 5 people are affected by learning differences, or LD?

People with learning differences have difficulty storing, processing and producing information due to a deficit in one or more neurological processes. Learn more about what learning differences are and what they are not, as well as what interventions can help. Read more ›

Community Ed Session Does My Child Have a Reading Problem? [presentation]

What reading concerns do you have about a child who may have a reading problem?
What questions do you have about reading difficulties?
This presentation takes a closer look at reading difficulties. Read more ›

reading difficulties Top Assistive Technology for Reading Difficulties

reading difficultiesAs a parent, Graphite™ can help you find the best tools to meet your child’s particular learning needs. Though Graphite was designed and built with educators in mind, the site open to anyone.

Graphite is a free service from nonprofit Common Sense Education designed to help preK-12 educators discover, use, and share the best apps, games, websites, and digital curricula for their students.  As a parent, Graphite can help you find the best tools to meet your child’s particular learning needs. Though Graphite was designed and built with educators in mind, the site open to anyone. Read more ›

Dyslexic advantage Dyslexic Advantage: A Community for Dyslexia

Dyslexic advantageDyslexic Advantage is a non-profit organization with one of the world’s largest communities for dyslexia. Founded in 2012 by Drs. Brock and Fernette Eide, Dyslexic Advantage’s vision is a world where dyslexic people are known for their strengths. Read more ›

help for dyslexia Getting Help for Children With Dyslexia

help for dyslexiaChildren learn to read at different paces, with some mastering the concepts in kindergarten and others showing little interest until well into 1st grade. But some kids, even those who seem eager to learn, can’t catch on. When their classmates are reading books by themselves, they’re stuck on the first page, unable to make sense of the words. Read more ›

abc alphabet Is Your Child a Slow Reader or Is He Dyslexic?

abc alphabetSara swept her vibrant red hair out of her face as she smiled up at me, clearly pleased with herself and seeking praise for the fact that she had completed her reading beautifully. What a change from the tentative reader I had met one year earlier. In fact, “reader” would not have been the right word for Sara then, as she was still sounding out every letter, sometimes forgetting to blend them back together to create a meaningful word. Sara’s school was considering holding her back to repeat first grade. But by the beginning of third grade, one year later, she had caught up with her peers and was scoring at grade level. Read more ›