Articles

"Contrary to the popular theory that learning to read is natural and easy, learning to read is a complex linguistic achievement," Dr. Louisa Moats writes in her booklet Teaching Reading IS Rocket Science. "For many children, it requires effort and incremental skill development."

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How does one identify a reading problem? How many children have reading problems? What causes reading problems? You say certain skills are to be blamed for reading problems. What skills are you referring to? My child reads well, yet lacks comprehension? Why is that? What can parents do to help their children? How can Edublox help?

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Most children look forward to learning to read and, in fact, do so quickly. For dyslexic children, however, the experience is very different: For them, reading, which seems to come effortlessly for everyone else, appears to be beyond their grasp. The process whereby they learn to transform what are essentially abstract squiggles on a page into meaningful letters, then sounds, then words, and then entire sentences and paragraphs, seems to be an impossible task.

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Fluency is the ability to read “like you speak.” Hudson, Lane, and Pullen define fluency this way: “Reading fluency is made up of at least three key elements: accurate reading of connected text at a conversational rate with appropriate prosody or expression.” Nonfluent readers suffer in at least one of these aspects of reading:..

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Research indicates that the dyslexic’s brain differs from that of a “normal” reader. Does this mean that dyslexia is caused by a neurological dysfunction or is there an alternative interpretation that explains these differences?

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Read the WHAT, WHY and HOW of Edublox's solution for dyslexia, and why parents write comments like this one: "I never thought I would be writing this statement, but my dyslexic son doesn’t seem to be dyslexic anymore! The symptoms have all disappeared. After all I’ve read on the subject of learning difficulties, this was not supposed to happen!..."

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Almost three decades of research had demonstrated that the vast majority of children and adults with reading disabilities have pronounced difficulties when asked to name rapidly the most familiar visual symbols and stimuli in the language: letters, numbers, colors, and simple objects.

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Reading and learning are the two things that determine the success of a child during his school career. First he learns to read. Then he reads to learn. Because the child with reading problems and reading difficulties battles to read, he is therefore also hampered in the learning situation.

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If your child is having trouble learning to read, the best approach is to take immediate action. Ninety-five percent of poor readers can be brought up to grade level if they receive effective help early. The longer you wait to get help for a child with reading difficulties, the harder it will be for that child to catch up.

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Most children look forward to learning to read, a process whereby they learn to transform what are essentially abstract squiggles on a page into meaningful letters and then sounds and then words, and then entire sentences and paragraphs.

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Letter reversals experienced by young children are often said to be “totally normal” until after age seven, and their parents are told “don’t worry” unless they continue past grade two. This appears to be accepted as fact, but it does raise questions...

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Boys were two to three times more likely than girls to be affected by reading disabilities, according to a Mayo Clinic study of 5,718 children in Rochester, Minnesota.

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