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Coming to terms with the challenges dyslexic students face can be daunting. Here, Dr. Louisa Moats dispels assumptions to illustrate five realities about dyslexia that parents and professionals must embrace.
LETRS has been reborn with new content, organization, and online elements. Dr. Louisa Moats shares where LETRS came from, what makes it a unique professional development experience, and why it endures as a widely used and respected approach to teaching teachers.
Henry Ward Beecher once said, a word is a “peg to hang ideas on.” A single word can conjure a host of meanings and associations. “Dyslexia” is such a word. In the last couple of years, well-known and respected researchers have been arguing that it is time to do away with the “D word.”
While many language skills and comprehension strategies are embedded in daily lessons, teachers know that the overall purpose of each lesson sequence is to understand content related to a theme. The reason for reading a text is clear: The text is worthwhile. It is complex and rich.
I attended and spoke at the annual International Dyslexia Association (IDA) meeting in Dallas. IDA remains the best interdisciplinary conference for all professionals, advocates, and families concerned with reading, writing, and language difficulties.
Teachers of adolescent poor readers often find that their students are willing to do anything BUT read and write. Getting students to believe that they can make meaningful progress—when all prior experience suggests they will not—and to work at something that has never been rewarding is a major challenge.