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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 […]

Reading (Part 1)

Dyslexia is usually defined as a disorder of reading; but not all problems with reading are due to dyslexia, and most people with dyslexia don’t struggle with all aspects of reading. The most common and characteristic dyslexia-associated reading problem is learning to decode words quickly and accurately. Difficulty recognizing words that have often been encountered […]

Automatic (Part 2)

Individuals with dyslexia often show difficulties mastering automatic skills. For some, these problems affect only language-based learning, which includes most of the familiar basic academic skills, like decoding, spelling, math facts memorization, and written mechanics like punctuation and capitalization. For others, motor-skills can be involved, and these students can struggle with primarily fine motor skills […]

Automatic (Part 1)

A task is “automatic” when you can do it without conscious effort. For reading, the ability to automatically recognize or decode words allows you to identify the words quickly and effortlessly, so you’ll have enough conscious processing space (or working memory) left over to comprehend and think about what you’re reading.   Automaticity is built […]

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 […]