If you find it difficult to retain what you read, have a go at reading this font. John Aggleton, professor of cognitive neuroscience at Cardiff University, said: "… memory works best when we are actively engaged with information, having to process its meaning. This new font has been cleverly constructed so that the reader has to do much more than just scan the page…”
'It's a popular belief that people have different styles of learning - visual, aural, reading and writing or kinaesthetic (carrying out physical activities). But is that really how learning works?'
Read on to find out more about learning style vs learning ability:
This article gives an insight into the difficulties faced by dyslexic pupils in the classroom.
We see many children who have difficulty getting their thoughts onto paper and this is an interesting release about how spelling problems affect handwriting. It indicates that the spelling process in children with dyslexia is so laborious that it can modify or impair writing skills.
Many people with dyslexia think differently and have good visual skills. This article gives an insight into how they think, why they are sometimes challenged by the current education system and why they are equipped to be successful.
Dyslexia often co-occurs with other Specific Learning Difficulties, one of which is ADD . This article makes interesting reading as it explains just why golf is an ideal sport for adults/children who have ADD.
Annette lives in Wiltshire and has businesses in Bath. She has written this book because she wanted to step over a massive fear of the written word and show how a dyslexic's mind works. Her aim is to change the education system so dyslexics can be taught in a different way to encourage their skills.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
Dyslexia occurs across the range of intellectual abilities.
It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention.
This definition appears on page 10 of the independent report by Sir Jim Rose to the Secretary of State for Children, Schools and Families June 2009: Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties