supporting the Orton-Gillingham approach
shows that 95% of reading failure is preventable — by using
appropriate reading systems and well-trained teachers. Dr. Orton
and Anna Gillingham developed aunique
method and sequenceto significantly improve the reading and
spelling skills of children and adults with dyslexia way back
in the 1930's.
scientific, independent, replicated reading research
the Orton-Gillingham sequence and methodology as “best
when teaching reading to students with dyslexia.
Summary of the Research
on the long-term consequences of early reading difficulty provides
an incentive for early intervention. Juel (1988) found that
students who are poor readers in first grade are almost certain
to remain poor readers at the end of fourth grade. Cunningham
and Stanovich (1997) found that first-grade reading achievement
strongly predicts 11th-grade reading achievement.
The article was written by Fellissa Richard, a parent whose child
wasn't diagnosed with dyslexia until he was 13. Despite special
education support, her child felt stupid and wanted to give up.
Here's what she did:
- Talked to her child about dyslexia:She let him know that manysuccessful peoplehave learned to manage its challenges. She discussed dyslexia frankly
yet positively, and let him know how common this condition is. It
affects 1 out of 5 people.
- Focused on how smart her son is:Every chance she had, she let her son know how smart he was.
Introducing a New Blog
I am pleased to announce the introduction of the Dyslexia Advantage. This is an alternative way to view Dyslexia and focus on how it can be used to achieve rather than to simply endure.
This blog will be about resetting expectations and raising the bar.
"It needs to be understood that dyslexia is a "learning difference"; just as we all look different, we think and learn differently, too."
-- Stacey Poulos