Reading

Towards the end of third grade, at the age of nine, our younger son became a reader. Prior to that, he struggled with reading because his brain was not able to match the sounds of letters to the actual letters of the alphabet. On top of that, when writing he reversed a slew of letters, a common place activity among those who are described as dyslexic.

sm-reading.pngThough I hope faculty choose to do them all, this is one of three optional simulations, all on the Misunderstood Minds/PBS site. These activities may remind faculty that reading consists of multiple processes, from recognizing words, to understanding their meaning, to being able to remember what has been read. You can “read” the full size Reading screen here.

Additional Resources
The International Dyslexia Association
dyslexics.org.uk
• A News-Medical.Net 2006 article: Dyslexic children exhibit a different pattern of brain activity while reading
Kurzweil – assistive technology software for those with vision disabilities
• Tools for Life – Learning Disabilities and Assistive Technologies – Reading

This is the thirteenth of about twenty or fewer posts, and for further information about this series please read Closings and Openings. As you follow the development of this activity, please feel free to chime in with suggestions or questions

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