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Reading (Part 2)

Problems with reading comprehension, while still common in dyslexia, are not quite as common as problems with decoding, word recognition, or fluency. The most characteristically “dyslexic” source of difficulty with reading comprehension would come from having so much trouble identifying the words in a passage that the meaning of the passage becomes jumbled. But comprehension […]

Basic Skills (Part 1)

It’s important to recognize that for people with dyslexia, academic challenges arise mostly from problems mastering low-level basic skills. These basic skills are supported in part by centers of the brain that specialize in creating automatic, habitual, or reflex like responses to inputs, and these kinds of automatic responses are typically less easily mastered by […]

Fluent (Part 2)

To accurately assess passage-level reading fluency, students must be tested on passages of several degrees of difficulty; otherwise we’ll miss important reading challenges. Many verbally talented students with dyslexia won’t show problems reading passages on familiar topics with familiar words; but they’ll struggle to read texts with advanced or unfamiliar material–including foreign languages. That’s why […]

Challenges (Part 2)

Reading is a relatively new form of technology–it’s an invented skill. Before reading was invented a mere 5000 years ago, no one had “dyslexia” in the sense of a problem with reading. But 10-20% of us already had dyslexic kinds of minds. Why is this kind of mind so common? Remember our recent message on […]

Benefits of Dyslexia (Part 2)

In the century and a half since dyslexia was first described many of the greatest experts working on dyslexia have noticed this connection between dyslexic challenges in reading and spelling, and abilities in other areas. That was the topic of our book, The Dyslexic Advantage, and it’s also the topic of a growing number of […]


When we say that dyslexia is “brain-based”, we mean that the processing features that are commonly seen in dyslexia–both the challenges and the strengths–arise from differences in the ways that dyslexic brains are built and function. These differences have nothing to do with being smart or dumb, with trying or not trying, with being diligent […]

In Praise of Reading Tutors and Teachers

A lot of nice things have happened since we launched Neurolearning’s Dyslexia Screening Test App (Neurolearning.com) four months ago. The best, no doubt, are the many letters we’ve received from users telling us how the app has helped them to understand their own or their child’s needs, to find the right interventions, and to get […]