New Ways Of Approaching Dyslexic Reading Problems

December 29 2011No Commented

Categorized Under: News

A new toolkit of reading books and games is making a difference on how dyslexic children learn to read, and recently released research into the brain could be showing why it is succeeding to such a great degree and why these sorts of reading comprehension strategies make a real difference.

Dyslexia is a condition that remains wrapped in mystery, and yet neuroscientists continue to make little-by-little, progressive steps to understand these variations in the brain.

Dr. Laurie Glezer, at the Georgetown University Medical Centre has been leading a study project into the way the brain processes words. When we read, our brains are immediately ready to recognise words because we have stored them in a ‘visual compendium ‘, and one camp of neuroscientists believes that we also pick up the sound of the word (phonology) at the same time.

However, Dr Glezer’s team has been monitoring brain activity while the reading activity takes place, and their findings clearly indicate that all we use is the visual info of a word and not the sounds. These findings could help in understanding and treating dyslexia.

Emma Plackett and Helena Rogers of Reading Revival Ltd have developed a reading tool-kit that they claim has consistently helped dyslexic youngsters learn to read when the rest colleges had used had failed. Curiously, it does not depend on a phonics approach, but encourages youngsters to build a ‘visual compendium ‘ of words.

This is accomplished with carefully crafted reading books for kids, mixing lots of practice with words already learned with a carefully managed sprinkling of new words to extend reading confidence. Not just that, but they have solidly show that a child with reading difficulties can reach a reading age of no ability to that of roughly a 7 year old in around 1 to 2 terms.

This new research is now shedding light on why it is vital to take an open-minded approach when deciding the best way to help a child to reading fluency. If this straightforward toolkit can make such a difference employing a full word methodology, and if it maximises the brain’s natural ability, we should be embracing any way that helps youngsters hit their learning potential.

Emma Plackett and Helena Rogers devised Reading Revival, a tool-kit that helps children learn to read using reading games. It has shown that what gives a child confidence to read is not quite as obvious as we sometimes think.

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