Articles

Edublox has been involved in teaching children to read, learn and achieve for more than 30 years. Most of our students over the years had a reading difficulty, and in many cases, their reading difficulty was so severe that they had been diagnosed with dyslexia.

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The Orton-Gillingham (OG) method is brilliant. It's a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. Why does research not back it up?

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Weak cognitive skills prevent a process called orthographic mapping. Every word has three forms: its sounds, spelling, and meaning. The process of orthographic mapping involves the brain linking the three forms of the word and storing them together in long-term memory. It allows for instant word recognition, fluent reading, and accurate spelling.

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Research shows that a network of brain regions is involved in learning to read, one specifically in sounding out words, and another in seeing words as pictures. The picture area is known as the visual word form area (VWFA) or visual dictionary.

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The application of certain educational learning principles is a core aspect that has so far been overlooked in dyslexia interventions. Thorndike (1874–1949) called learning principles the “laws of learning” and provided a conceptual foundation for how people learn.

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Reading difficulties related to visual-processing weaknesses have been called dyseidetic dyslexia, visual dyslexia, orthographic dyslexia or surface dyslexia. The primary deficit of dyseidetic dyslexia is the inability to revisualize the gestalt of the word.

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Reading difficulties related to phonological and auditory processing weaknesses have been called dysphonetic dyslexia, phonological dyslexia or auditory dyslexia. Children with dysphonetic dyslexia have difficulty remembering letter sounds, analyzing the individual sounds in words, and blending sounds into words.

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Rapid automatized naming (RAN) refers to the speed with which the names of symbols (letters, numbers, colors, or pictured objects) can be retrieved from long-term memory. People with dyslexia typically score poorer on RAN assessments than normal readers.

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A comprehensive guide on dyscalculia (page 1). This page explains what dyscalculia is, and why math matters.

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A comprehensive guide on dyscalculia (page 2). This page discusses its prevalence, which varies depending upon the definition and situation.

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A comprehensive guide on dyscalculia (page 3). This page discusses the symptoms, signs, the role of anxiety, and the different types.

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A comprehensive guide on dyscalculia (page 4). This page explains the possible causes of dyslexia: genetics, cognitive deficits, gaps in math skills and knowledge, and brain differences.

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