American Dyslexia Association

Category: Dyslexia

  • 5 Surprising Truths About Dyslexia

    5 Surprising Truths About Dyslexia

    Beyond the Myths: 5 Surprising Truths About Dyslexia

    When most people hear “dyslexia,” they picture a child confusing ‘b’ and ‘d’ or struggling to spell. While these can be signs, this common understanding barely scratches the surface of a much more complex reality. For years, myths and misconceptions have created frustration for parents, educators, and especially for individuals with dyslexia themselves.

    As someone who has been training dyslexia specialists since 1996, I’ve seen firsthand how a deeper understanding can transform a child’s learning journey from struggle to empowerment. Let’s move beyond the myths and explore five truths that challenge common assumptions and offer a more accurate, helpful perspective.

    1. It’s Not Always ADHD—It’s Often Cognitive Overload

    It’s a common scenario: a child is restless, fidgets constantly, and can’t stay focused during reading or writing tasks. The immediate suspicion is often ADHD. However, for many dyslexic learners, these behaviors are not signs of a pervasive attention disorder—they’re a situational response to cognitive overload.

    This is a key diagnostic differentiator known as situational inattentiveness. The behaviors are tied specifically to symbol-based tasks because decoding letters and numbers requires immense mental effort, leading to rapid exhaustion.

    Here’s what’s important: many of these same children can focus deeply on tasks that don’t involve written symbols—building, drawing, or problem-solving. While ADHD involves challenges with regulating attention across all situations, situational inattentiveness from dyslexia is about running out of cognitive fuel during specific tasks.

    The takeaway: Restlessness or inattentiveness during reading and writing isn’t automatically ADHD—it may reflect the stress and fatigue of struggling with dyslexia. Misdiagnosing this can lead to the wrong support, focusing on behavior management while failing to address the root literacy challenge.

    2. Why “Just Try Harder” Is Terrible Advice

    One of the most persistent and damaging myths is that dyslexia can be overcome with more effort. Well-meaning parents and teachers often believe that increased practice—more reading drills, more spelling lists—will solve the problem.

    For a dyslexic child, this approach rarely works and often creates immense frustration. Dyslexia isn’t just a problem with reading and writing symptoms; it’s rooted in differing sensory perceptions and how the brain processes symbols. Piling on more drills without addressing these underlying functions is like asking someone to run faster without ever teaching them proper form.

    A-F-S Method AFS Method

    Effective support must be comprehensive. The AFS Method is built on three essential pillars that must be addressed together:

    • A – Attention training: Building the capacity for sustained, flexible focus
    • F – Function training: Strengthening sensory perceptions (visual, auditory, spatial processing)
    • S – Symptom training: Practicing reading, writing, and arithmetic skills

    Only when all three pillars are addressed can a child build the necessary pathways for efficient learning. This shifts the focus from blaming a child’s effort to providing the right kind of individualized support.

    3. The Goal Is Flexible Attention, Not Intense Concentration

    This may seem counter-intuitive, but forcing a dyslexic child to concentrate intensely on reading is often counterproductive. There’s a crucial difference between attention and concentration.

    Attention is a flexible state of focus. It allows a learner to stay on task while remaining aware of their surroundings and receptive to guidance. An attentive child can focus on words on the page but still hear a teacher’s prompt or notice a helpful cue.

    Concentration is a narrow, intense focus that excludes everything else. For a dyslexic learner, it can lead to rapid mental exhaustion, block out helpful feedback, and create unnecessary tension.

    The goal of effective training is to strengthen flexible attention—a balanced mental state that supports learning without causing fatigue and stress. This shift in thinking is a game-changer, helping learners engage with difficult tasks in a more sustainable way.

    4. It’s Not a Deficit—It’s a Different Operating System

    For too long, dyslexia has been framed solely as a disability. While the challenges are real, this perspective overlooks the unique strengths that often accompany this different way of processing information.

    Research and experience show that dyslexic individuals often exhibit above-average creativity, problem-solving skills, and big-picture thinking. Many of the world’s most successful innovators and leaders are dyslexic:

    • Hans Christian Andersen’s dyslexia likely contributed to the simple, accessible language that made his tales universally beloved
    • Leonardo da Vinci’s highly visual thinking allowed him to excel as both artist and engineer

    By shifting the narrative from “disability” to “different ability,” we help dyslexic individuals unlock their full potential. This perspective profoundly boosts a child’s confidence and motivation, allowing them to develop their considerable talents while receiving targeted support for their challenges.

    5. IQ Tests Can Be Deceptively Wrong

    Traditional intelligence testing can be highly misleading for individuals with dyslexia. Many IQ subtests rely heavily on the very skills that are challenging for dyslexics: rapid visual processing, symbol manipulation, and visual memory.

    Consequently, a bright dyslexic individual might score poorly and be misclassified as having “borderline intellectual ability.” The evaluator may conclude that academic struggles are due to low overall intelligence—tragically overlooking the real issue.

    A sharp split between different cognitive abilities—such as strong verbal reasoning versus slower processing speed—is often a hallmark pattern of dyslexia, not an indicator of low intelligence. The danger of misdiagnosis is immense: it can lead to recommendations for basic life skills training instead of the targeted academic support they truly need.

    Conclusion: Seeing the Whole Picture

    Understanding dyslexia means looking beyond mixed-up letters and frustrating homework sessions. It means recognizing that:

    • The child who can’t sit still may be cognitively exhausted
    • “Trying harder” is often the wrong advice
    • Comprehensive support addressing attention, sensory functions, and symptoms is essential
    • Flexible attention beats forced concentration
    • Dyslexia comes with unique strengths worth celebrating
    • IQ scores should never limit a child’s potential

    What potential could we unlock if we started seeing dyslexia not as a barrier to overcome, but as a different way of seeing the world?

    Frequently Asked Questions

    What are surprising symptoms of dyslexia?

    Beyond the well-known reading and spelling difficulties, dyslexia can show up in unexpected ways:

    • Left-right confusion – Difficulty distinguishing left from right, even into adulthood
    • Time management struggles – Trouble estimating how long tasks will take or being chronically late
    • Difficulty following sequences – Challenges with steps, directions, or remembering the order of things
    • Word retrieval problems – Knowing a word but being unable to recall it in the moment (“it’s on the tip of my tongue”)
    • Trouble with phone numbers and dates – Mixing up or forgetting numerical sequences
    • Poor short-term memory – Forgetting instructions moments after hearing them
    • Difficulty with organization – Messy backpacks, lost homework, cluttered spaces
    • Mispronouncing words – Especially longer or unfamiliar words
    • Avoiding reading aloud – Even when the person is otherwise confident

    These symptoms often go unrecognized because they don’t fit the stereotypical image of dyslexia.

    What are the 4 D’s of dyslexia?

    The “Four D’s” refer to four related learning differences that often overlap:

    • Dyslexia – Affects reading, writing, and spelling
    • Dyscalculia – Affects mathematical understanding and number sense
    • Dysgraphia – Affects handwriting, spelling, and putting thoughts on paper
    • Dyspraxia – Affects motor coordination and movement planning

    Each presents unique challenges, but they share common roots in how the brain processes information. It’s not uncommon for someone to experience more than one of these conditions.

    Is Bill Gates dyslexic?

    There is no confirmed public statement from Bill Gates indicating that he has dyslexia. While many successful entrepreneurs and innovators are dyslexic, it’s important not to assume or misattribute this condition. What we do know is that Gates has spoken about the value of different thinking styles in innovation and technology.

    Who else is dyslexic?

    Many highly successful people have openly shared their dyslexia, proving that it’s no barrier to achievement:

    • Richard Branson – Founder of Virgin Group
    • Steven Spielberg – Award-winning filmmaker
    • Whoopi Goldberg – Actress and TV host
    • Keira Knightley – Actress
    • Orlando Bloom – Actor
    • Jamie Oliver – Celebrity chef
    • Tom Cruise – Actor
    • Jennifer Aniston – Actress
    • Muhammad Ali – Boxing legend
    • Albert Einstein – Physicist (widely believed, though not formally diagnosed)
    • Agatha Christie – Best-selling author
    • John Lennon – Musician

    These individuals succeeded not despite their dyslexia, but often because of the unique strengths it gave them.

    What should you NOT say to a dyslexic person?

    Certain phrases, even when well-intentioned, can be hurtful or dismissive:

    • “Just try harder” – Dyslexia isn’t about effort; it’s about how the brain processes information
    • “You’re just lazy” – Dyslexic individuals often work twice as hard to achieve the same results
    • “You don’t look dyslexic” – Dyslexia has no physical appearance
    • “Everyone struggles with reading sometimes” – This minimizes a real neurological difference
    • “You’ll grow out of it” – Dyslexia is lifelong, though strategies can help manage it
    • “Why can’t you just remember?” – Memory challenges are part of dyslexia for many people
    • “Maybe you’re just not a reader” – With the right support, dyslexic individuals can enjoy reading
    • “Are you sure you’re not just making excuses?” – This undermines their genuine struggles

    Instead, offer understanding, patience, and ask how you can help.

    What are dyslexics best at?

    Dyslexic individuals often excel in areas that leverage their unique brain wiring:

    • Creative thinking – Seeing possibilities others miss
    • Problem-solving – Finding unconventional solutions
    • Big-picture thinking – Understanding complex systems and connections
    • Visual-spatial skills – Excelling in design, architecture, engineering, and art
    • Storytelling – Communicating ideas in engaging, memorable ways
    • Entrepreneurship – An estimated 35% of entrepreneurs are dyslexic
    • Empathy – Having overcome challenges often creates deep understanding of others
    • Innovation – Thinking outside the box comes naturally
    • Verbal communication – Many dyslexics are excellent speakers and persuaders

    Dyslexia often comes with remarkable gifts—the key is recognizing and nurturing them alongside targeted support for challenges.

    Want to Learn More?

    Are you a teacher, tutor, parent, or education professional who wants to make a real difference for dyslexic learners? Understanding dyslexia at a deeper level is the first step toward providing truly effective support.

    Our comprehensive certification program teaches you the AFS Method and equips you with the knowledge and practical tools to help children with dyslexia thrive.

    👉 Learn more at DyslexiaTrainer.com

    Whether you’re looking to expand your professional skills or simply want to better support a child in your life, education is the key to unlocking their potential.

  • Relaunch Announcement: The ADA-Accredited Dyslexia Trainer Certification Program Returns Stronger Than Ever

    Relaunch Announcement: The ADA-Accredited Dyslexia Trainer Certification Program Returns Stronger Than Ever

    The American Dyslexia Association (ADA) is pleased to announce the relaunch of the ADA-accredited Dyslexia Trainer Certification Program (www.dyslexiacertificate.com), an internationally recognized professional training for educators, specialists, and tutors who want to make a meaningful and immediate difference in the lives of learners with dyslexia.

    This updated and expanded program reflects decades of research, practical experience, and global collaboration—bringing together the proven strengths of the AFS Method, the standardized AFS Dyslexia Test, and the pedagogical expertise of the Dyslexia Research Center USA (DRC) and its partners.

    Become a certified dyslexia trainer

    For educators passionate about supporting diverse learners, this program offers a powerful pathway to deepen skills, strengthen confidence, and create lasting impact in classrooms and communities.

    Why ADA Accreditation Matters

    Accreditation by the American Dyslexia Association signifies that a program meets rigorous standards in research-based content, practical applicability, and professional ethics.

    The Dyslexia Trainer Certification Program by DRC USA is one of the few international dyslexia training programs to achieve ADA accreditation. This ensures that participants receive:

    • Instruction aligned with current scientific understanding of dyslexia
    • Practical tools that can be applied immediately in real educational settings
    • A consistent framework based on the cognitive foundations of reading, writing, and attention
    • A trusted and internationally recognized credential
    • A professional pathway that aligns with ADA’s mission to support individuals with dyslexia through evidence-based practice

    ADA accreditation is not merely a seal—it is a commitment to quality and outcomes. Educators can be confident that the skills they learn will support learners effectively and ethically.

    A Program Designed for Educators Who Want to Make a Difference

    The updated Dyslexia Trainer Certification Program focuses on practical, hands-on training grounded in research. This is not theoretical learning—it is actionable, accessible education that empowers participants to begin helping learners immediately.

    Key features include:

    The Standardized AFS Dyslexia Test

    Participants gain access to a widely used, research-supported screening instrument that helps identify dyslexia-related challenges with clarity and consistency.

    The AFS Method

    A structured, neurological approach to supporting foundational skills such as attention, visual perception, auditory processing, and spatial orientation—areas known to influence reading and writing success.

    Immediate Practical Application

    Each lesson includes methods and exercises educators can start using right away with learners of all ages.

    Flexible Online Learning

    Designed for busy educators, the program can be completed from anywhere, at your own pace, with ongoing support and guidance.

    International Recognition

    Graduates receive a certification that is respected and accepted worldwide through ADA partnerships.

    Who Should Enroll?

    The program is ideal for:

    • Classroom teachers
    • Special education professionals
    • Learning specialists
    • Tutors and educational therapists
    • Psychologists and school counselors
    • Homeschool educators
    • Anyone passionate about supporting individuals with dyslexia

    If your goal is to understand dyslexia deeply and help learners thrive, this certification is a powerful next step.

    Free Preview Lesson Now Available

    To support transparency and help educators experience the program firsthand, the first lesson is available for free. This preview provides an authentic look into the teaching style, structure, and practical value of the certification.

    Educators consistently report that Lesson 1 alone gives them insights they can begin using immediately.

    Sign up for your free lesson here: www.dyslexiacertificate.com

    Enrollment Is Open Now

    Enrollment is now officially open, and we invite educators worldwide to secure their place in the newly relaunched Dyslexia Trainer Certification Program and join educators from 65 countries worldwide who have already completed the certification.

    Demand for this ADA-accredited training is expected to be high, and early enrollment ensures immediate access to:

    • The introductory module
    • Program orientation
    • Bonus materials
    • The free preview lesson
    • Early community access

    This is an excellent opportunity to advance your professional skills and join a global network of dyslexia-focused educators.

    A Shared Mission: Helping Learners Thrive

    At the American Dyslexia Association, our mission is clear:

    To support individuals with dyslexia and related learning differences through understanding, research, and practical, effective education.

    The relaunch of this certification program aligns strongly with that mission.

    We are proud to endorse and accredit a program that equips educators with the tools they need—not only to teach, but to inspire, uplift, and create lasting change for learners who need it most.

    We approve and support this program.

    — American Dyslexia Association

    Are you ready to enroll and help dyslexic children effectively? Join here: www.dyslexiacertificate.com

  • ChatGPT-5.2: Artificial Intelligence Revolutionizes Communication – Practical Examples

    ChatGPT-5.2: Artificial Intelligence Revolutionizes Communication – Practical Examples

    In the rapidly growing world of Artificial Intelligence (AI), ChatGPT-5.2, the latest generation of OpenAI’s revolutionary text-processing model, has set new standards. Its ability to generate human-like text and interact naturally has transformed the way we communicate with technology.

    In this blog post, we take a look at the impressive capabilities of ChatGPT-5.2 and present two practical examples that demonstrate how this AI can be used for advising parents on dyslexia as well as for creating creative game ideas to improve visual memory.

    Discover how ChatGPT-5.2 is revolutionizing communication and how you can use this powerful technology for your own purposes.

    Example 1

    Question for ChatGPT-5.2: Parents are with a Certified Dyslexia Trainer who wants to educate them about their child. Dr. Kopp-Duller’s definition is used as a guideline.

    Answer from ChatGPT-5.2: Certified Dyslexia Trainer: Good day, dear parents. I understand that you are concerned about your child and want to learn more about dyslexia. Let me first explain Dr. Kopp-Duller’s definition, which serves as a guideline for our work.

    A person with dyslexia has average or even above-average intelligence, but they perceive their environment differently than people without dyslexia. When dyslexic people encounter letters or numbers, their attention diminishes as they process these elements differently due to their different perception.

    This means that your child may have difficulty learning to read, write, and do arithmetic, although they may be gifted in other areas. It is important to emphasize that dyslexia is not a reduction in intelligence and that your child can successfully learn with the right support and encouragement.

    In our work as dyslexia trainers, we focus on meeting the individual needs of your child. We use special techniques and strategies tailored to the specific challenges of dyslexia. Our goal is to help your child improve their reading, writing, and arithmetic skills, build their self-confidence, and fully realize their potential.

    If you have any further questions or would like more information, please feel free to ask.

    Example 2

    Question to ChatGPT-5.2: Invent or name three simple games to improve visual memory.

    Answer from ChatGPT-5.2: Here are three simple games that can improve visual memory:

    Memory game: Place several pairs of cards or images face down on the table. Players must take turns turning over two cards and try to find matching pairs. The game trains visual memory by encouraging players to memorize the position of the cards and the associated images.

    Picture puzzle: Show your child a detailed picture for a certain amount of time (e.g., 30 seconds) and then remove it. Your child must remember as many details as possible and describe or record them. You can increase the difficulty level by shortening the time or using more complex images.

    Kim’s game: Place several objects on a tray and let your child look at them for a minute. Then cover the objects and ask your child to list as many of the items as possible from memory. You can increase the difficulty by increasing the number of objects or shortening the viewing time.

    All these games can be easily adapted to your child’s age and abilities and help to promote visual memory in a playful way.

  • Parenting a Child with a Disability: A Guide to Support, Resources, and Advocacy

    Parenting a Child with a Disability: A Guide to Support, Resources, and Advocacy

    Parenting a child with dyslexia presents unique challenges, but with the right resources and support, parents can effectively navigate their child’s educational and emotional needs. The article “Parenting a Child with a Disability” on DisabilityAdvice.org serves as a valuable guide for parents seeking to understand and support their dyslexic children.

    Understanding Dyslexia

    Dyslexia is a language-based learning disability characterized by difficulties with accurate and/or fluent word recognition, spelling, and decoding abilities.These challenges often stem from a deficit in the phonological component of language and are unexpected in relation to other cognitive abilities and effective classroom instruction.

    Key Features of the Resource

    The DisabilityAdvice.org article offers comprehensive insights into various learning disabilities, including dyslexia. Key aspects include:​

    • Educational Support:The article emphasizes the importance of tailored educational strategies and interventions, such as specialized tutoring and school accommodations, to help children with dyslexia succeed academically. ​
    • Financial Assistance:It provides information on potential financial support options, such as Supplemental Security Income (SSI), for families of children whose learning disabilities significantly impact their daily functioning.
    • Parental Guidance: The resource offers practical advice for parents on creating a supportive home environment and advocating for their child’s needs within the educational system.

    Why This Resource Is Helpful

    Navigating the complexities of dyslexia can be overwhelming for parents.The DisabilityAdvice.org article consolidates essential information, making it accessible and actionable.By addressing both educational strategies and financial assistance, it empowers parents to advocate effectively for their children and access necessary support systems.​

    Additional Resources

    For further support, parents can explore the following organizations:​

    • Yale Center for Dyslexia & Creativity:Offers resources and expert advice for parents navigating dyslexia.
    • International Dyslexia Association: Provides comprehensive information on dyslexia, including research-based interventions and advocacy tools. ​
    • Learning Ally: A resource offering audiobooks and other tools to assist children with dyslexia in their learning journey.

    By utilizing these resources, parents can equip themselves with the knowledge and tools necessary to support their child’s development and success.

    Read the full article here: https://disabilityadvice.org/child-disability/

  • Harries: The lifeguard from Bondi Beach

    Harries: The lifeguard from Bondi Beach

    A Story That Celebrates How What Makes Us Different Can Also Be Our Strength

    Anthony Carroll, who goes by the nickname “Harries,” has made a name for himself and even become a celebrity for his talent and skills as a lifeguard. In his new picture book, he tells the story of how, as a child, he was bullied and made fun of for not being able to read or write. He is dyslexic.

    Harries is a lifeguard on the world-famous Bondi Beach in Sydney, Australia and has been a series regular on Bondi Rescue, an unscripted TV series, since its beginning 19 years ago. He has been a lifeguard for nearly 30 years and has rescued an estimated 6,000 people in that time, many of those rescues documented in Bondi Rescue.

    Behind his popularity as an adult celebrity, is a child that felt out-of-place and left out because he struggled with reading and writing. Harries wasn’t able to write his own name until he was in third grade. He was discouraged when people told him he had a disability. While he struggled with school, he found that he had natural talents that he could explore. He became a fast swimmer and record-holding surfer. As an adult, when he began lifeguarding, he found that his spatial awareness and quick reflexes helped him to save lives every day. After decades lifeguarding, he has honed those talents so that he can tell if a weather change will create dangerous conditions or where a cry for help is coming from.

    “Everyone has something special to offer this world,” Harries says. “Sometimes we need to search a little deeper to find whatever that gift might be.”

    Harries wanted to write a picture book for kids who are struggling the way he struggled as a child. With the help of his wife Emily, who cowrote the book as he still struggles with writing, Harries’ mission is to demonstrate the power of staying positive and looking forward to find your special place in the world. He also wants to encourage kids to be accepting of others and to appreciate the differences in other people while embracing their own unique talents.

    In his inspiring story, Harries wants to make clear that he sees his dyslexia as an asset in saving lives. What made it hard for him to learn to read and write are skills that help him be the best lifeguard he can be.

    Book information:

    Harries: The lifeguard from Bondi Beach
    ISBN: 9781923011205
    Price: $19.99 USD | $24.99 CAD
    Ages: 5 to 9
    Available wherever books are sold
  • Mastering Word Formulation: How the AFS Method is Transforming Language Learning for Dyslexic Individuals

    Mastering Word Formulation: How the AFS Method is Transforming Language Learning for Dyslexic Individuals

    In the ever-evolving landscape of educational resources, innovative tools that cater to diverse learning needs are invaluable. For the millions of individuals worldwide who struggle with dyslexia, finding the right approach to language learning can make the difference between frustration and success.

    Enter Wordformulation.com — a platform dedicated to enhancing language acquisition through the proven AFS Method. Developed by Dr. Astrid Kopp-Duller, this structured approach to word formulation offers hope and practical solutions for individuals with dyslexia and other learning challenges.

    What Is the AFS Method?

    The AFS Method is far more than just another learning technique. Standing for Attention, Function, and Symptom training, it represents a comprehensive, research-backed approach designed specifically to address the unique challenges faced by dyslexic individuals.

    Here’s how each component works:

    Attention Training focuses on helping learners concentrate when working with letters, words, and symbols. Dyslexic individuals often experience attention lapses specifically when dealing with written language — not due to lack of effort, but because their brains process information differently.

    Function Training targets the underlying sensory perceptions that are essential for reading and writing. This includes visual differentiation, auditory memory, spatial orientation, and other cognitive functions that form the foundation of literacy skills.

    Symptom Training addresses the actual difficulties in reading and writing — but only after attention and functional skills have been strengthened. This is crucial: traditional approaches often jump straight to symptom training, which is why they frequently fail dyslexic learners.

    By addressing all three areas in a coordinated manner, the AFS Method ensures that learners receive targeted support tailored to their specific needs.

    Exploring Wordformulation.com

    Wordformulation.com serves as a practical treasure trove of resources for teaching and training in the English language. The platform offers a variety of exercises and materials designed with flexibility in mind — resources can be used both online and offline, accommodating educators, learners, and parents in various settings.

    The website is thoughtfully organized into grammatical categories:

    This structure allows users to focus on specific areas of interest or difficulty, making it easy to create customized learning paths based on individual needs.

    Why This Matters for Dyslexic Learners

    Dyslexia presents unique challenges in language acquisition that often require specialized strategies to overcome. Traditional teaching methods — which typically involve repetitive practice of the same material — rarely work for dyslexic learners. In fact, they often lead to frustration, decreased self-esteem, and a growing aversion to reading and writing.

    The AFS Method, as implemented on Wordformulation.com, takes a fundamentally different approach. By first strengthening attention and functional skills, learners build a solid foundation that makes symptom-level work (actual reading and writing practice) far more effective.

    The benefits extend beyond just improved literacy skills:

    • Increased confidence as learners experience genuine progress
    • Reduced frustration through appropriately targeted exercises
    • Better self-understanding as individuals learn how their minds work
    • Long-term skill development rather than short-term memorization

    Practical Application in Daily Learning

    One of the greatest strengths of Wordformulation.com is its practicality. The resources are designed for ease of use by:

    • Educators looking for effective classroom materials
    • Parents supporting their child’s learning journey at home
    • Learners themselves working independently to improve their skills

    Exercises can be completed online or printed for offline practice, accommodating various learning environments and preferences. The platform’s user-friendly interface ensures effortless navigation through different sections, making it a convenient tool for both daily practice and long-term learning strategies.

    The Science Behind the Success

    The development of the AFS Method by Dr. Astrid Kopp-Duller is grounded in decades of intensive work with individuals facing learning challenges. Since 1995, this approach has been refined through real-world experience with thousands of learners, contributing to its proven effectiveness.

    The method acknowledges a fundamental truth that many educational approaches overlook: dyslexic individuals are not “weak students” — they are people with a different way of processing information. This shift in perspective is transformative, both for the learners themselves and for those who support them.

    Getting Started

    Whether you’re an educator seeking effective teaching materials, a parent supporting your child’s learning journey, or a learner striving to improve your language skills, Wordformulation.com offers resources that can make a meaningful difference.

    The platform is free to explore, and the structured organization makes it easy to find exactly what you need. Start by identifying areas of difficulty, then work through the relevant exercises systematically.

    Remember: progress in language learning, especially for dyslexic individuals, is rarely linear. Celebrate small victories, maintain consistency, and trust in the process.

    Conclusion

    In a world where literacy is fundamental to success, tools like Wordformulation.com and approaches like the AFS Method are more important than ever. By offering specialized, research-backed resources that address the root causes of reading and writing difficulties, these platforms are helping countless individuals unlock their full potential.

    Explore Wordformulation.com today and discover how a different approach to language learning can open new doors for you or someone you care about.

    For more information about the AFS Method and comprehensive training in supporting dyslexic learners, visit www.dyslexiacertificate.com

    Wordformulation.com is a resource provided by the Austrian Dyslexia Association (EÖDL), celebrating 30 years of service to individuals with dyslexia and dyscalculia.

  • Unlocking the Pages – “Words Tangled” by Olivia Von Holt

    Unlocking the Pages – “Words Tangled” by Olivia Von Holt

    Today, we dive into something deeply personal and incredibly important: the latest children’s book by Olivia Von Holt, “Words Tangled.” This narrative is not just another book; it stands as a beacon of hope and a tool for empowerment, especially for young readers navigating the challenging waves of dyslexia.

    The Heart of “Words Tangled”

    Crafted from Olivia’s own experiences, “Words Tangled” portrays the journey of a young girl growing up in two different cultures while grappling with dyslexia. This book aims to provide more than just a story; it’s designed as a strategic aid to help children and their caregivers understand and manage learning disabilities.

    Why This Book Matters for Dyslexics

    Dyslexia, a language-based learning disability, significantly impacts reading, writing, and spelling. Those with dyslexia often struggle with phonological processing, making it difficult to decode words, which affects their reading fluency and comprehension. “Words Tangled” introduces characters and scenarios that resonate with these challenges, making the invisible hurdles of dyslexia visible and comprehensible.

    Tools and Motivation Embedded in the Story

    A core element of Olivia Von Holt’s “Words Tangled” is the integration of multi-sensory learning strategies, which are crucial for readers with dyslexia. These multi-sensory teaching methods involve using sight, sound, and touch to help connect language to words, benefiting those who struggle with traditional reading methods. This approach aligns with educational strategies that emphasize engaging multiple senses to enhance learning and retention for children with dyslexia.

    Overall, “Words Tangled” by Olivia Von Holt is more than just a book; it’s a journey and a tool designed to inspire, educate, and support not only children with dyslexia but also parents, educators, and anyone involved in nurturing challenged readers. By sharing personal experiences and expert insights, Olivia aims to empower and equip her readers with the knowledge and tools they need to succeed and thrive despite their learning differences.

    For those interested in exploring more or purchasing “Words Tangled,” it is available on Amazon and directly from Olivia’s website at www.oliviavonholt.com. For further inquiries, Olivia can be contacted at [email protected], and for more interactive updates, follow her on Facebook. Join Olivia Von Holt in spreading the word and making a difference. Let’s open the world of reading to all children, showing them that with the right tools and understanding, every page is within reach.

  • Giving Gifts That Matter

    Giving Gifts That Matter

    By Linda Davis-Kyle

    Sometime ago when I entered my acupuncturist’s well-lit, but tiny, four-chair waiting room filled with the fragrance of frankincense, a mom and her two children were getting settled. The mom’s lap served as a comfy chair for her daughter who was about two years old. The little pink bow in her daughter’s curly golden hair was about to fall off. The mom raised and tightened the bow. She struggled a bit to hold the daughter and a small electronic game to pacify her son who leaned against her. His right hand clutched tightly to the inside of his mom’s left elbow. His dark blue jeans, red cotton shirt, and red sneakers were new and well cared for, just as both children obviously were.

    The mom and I smiled at each other and said, “Hello.” The youngsters and I simply smiled at each other, as I sat down.

    When I began to proofread a manuscript, the handsome little blue-eyed fellow immediately lost interest in the electronic game and abandoned his mom’s arm. He came near, leaned over between my work and me, and peered at my words with deep interest. I held my manuscript, in its portfolio that kept it sturdy and offered him my pen and the blank back side of several pages so that he could “write.”

    Ecstatic to be offered these tools and loving the attention, he scribbled lots of little waves, peaks, valleys, curves, and circles with joy for quite some time. I turned pages for him as if he were playing at a piano recital. He hugged my pen to his heart each time he finished a page. Sometimes he laughed a little between “sentences.” His mom, baby sister, and I watched as he filled almost four pages.

    When this young “writer” completed his pleasant task, I asked him to tell me about what he had written. He said, “Oh. It’s a story!” Then he proceeded to “read” about his mom, his dad, his little sister, and their dog and even their goldfish. His totally surprised mom looked on in awe and smiled from ear to ear.

    I swiftly gave this precious young “writer-in-the-making” the pages of his story along with my pen when the acupuncturist called me. As I said, “Goodbye,” my sincere hope was that his mom would continue to offer such writing fun to him daily.

    In Getting Teens to Write: Writing for Real, I quote Octavia Estelle Butler who said, “… write every day, no excuses.”

    Dyslexics and non-dyslexics alike often feel joy when they “write” at a tender age. Many writers of many ages feel joy when they write to express themselves. When we as parents, grandparents, step parents, single parents, foster parents, educators, teachers, homeschoolers, writing coaches, and friends give the gift of undivided attention to aspiring writers, we help them to see themselves in a positive light.

    If any struggles arise, if we give encouragement, then we give them a precious gift that can help them to keep on keeping on and never give up their dream to write.

    The following account appears in Helping Dyslexics to Write: Using Mind Maps for Fun.

    In Bloodchild and Other Stories, Octavia Estelle Butler said, “I pecked my stories out two fingered on the Remington portable typewriter” that she had begged her mother to buy for her when she was 10. Filled with ambition and drive, Butler also says that in junior high she asked Mr. Pfaff, her science teacher, to type one of her stories “the way it was supposed to be” for submission to a science fiction magazine. At age 12, she wrote the influential version for her Patternist series of science fiction novels.

    Butler reached an enviable height of success as she continued to write each day, year after year. Think how fortunate she was to have help to keep her dream alive and to see it bloom.

    Perseverance comes more easily when aspiring dyslexic and non-dyslexic writers are given thoughtful attention and useful instruction.

    Just like the seedlings that grow and thrive beautifully when they receive fresh air, gentle sun, clean water, and love from their gardeners, the very young, the ‘tweens, the teens, and those beyond, who long to write, will succeed when given the greatest gifts of all—attention, careful instruction, thoughtful evaluation to help them get on track and stay on task, and genuine admiration from those who care about enhancing and protecting their excellent mental, emotional, physical, and spiritual health.

    Having someone who truly cares and believes in aspiring writers helps them enormously to believe in themselves. And when they do believe in themselves, they can conquer obstacle after obstacle to win their writing goals and even go on to help other writers win, too.

    Sources

    Butler, Octavia Estelle. Bloodchild and Other Stories. New York: Seven Stories Press, 2005, p. 127.

    Davis-Kyle, Linda. Getting Teens to Write: Writing for Real. Austin: WritngNow.com, 2022.

    _______________. Helping Dyslexics to Write: Using Mind Maps for Fun. In progress. Excerpt reprinted here with permission.

    Linda Davis-Kyle, MA in English, has written several hundred general interest and fitness and health articles published in more than a dozen countries in North America, Europe, Africa, Asia, and Australia. WritingNow.com introduces her current ebooks available—Teaching English to Children, Getting Ready to Write, Getting Teens to Write, and Good Food Recipes for Your Kids to Make with Your Help. Her ebooks in progress are Helping Dyslexics to Write, Writing about Your Pets #1, Writing about Your Pets #2, and Writing about Classic Animal Films.

    Giving Gifts That Matter
    https://www.dyslexia.me/wp-content/uploads/2023/01/GivingGiftsThatMatter-ByLDK.pdf
  • Where and How Children Learn: My Experience with Discovering an Optimal Learning Experience

    Where and How Children Learn: My Experience with Discovering an Optimal Learning Experience

    Written by Annie Lacey

    Where: The Inner Universe of a Student With Divergent Learning 

    It was not too long ago, when my bright, creative third grader began to dread going to school, meeting each weekday morning with resistance, which at times was fierce.

    The human need to belong to a group is rooted in survival. School age children feel this instinct acutely – at home, on the playground, and of course, in the classroom. For many students with learning differences, the primary objective in a traditional classroom is not learning, but acting, so as not to appear unlike the others. And still, it is not uncommon for these students to be the bullseye for bullies. More frustratingly, efforts to help these students (special classes, tutors, adjusted seating, etc.) often serve only to further define the separateness and validate to the child that they are different. 

    I would know, I lived this through my daughter. I am the Director of Admissions for Oakland School, and my daughter, Hadley, is also a student here. I will never forget picking her up after her first day at Oakland School Summer Camp, watching her bounce into the car, gleaming, ‘Mom! These kids are just like me!’ 

    What I failed to fully appreciate until that moment was exactly how difficult her previous school experience had been for her.

    I was witnessing a child who had just set down the cumulative weight of years of punishing self-talk because she was the only one in her class who couldn’t keep up, had a tutor, and in her mind was un-like everyone else. At Oakland, Hadley discovered a place where learning did not equate to the emotional pain of embarrassment and struggle. Hadley was relieved.

    Margaret Shepherd, the founder of Oakland School, understood that learning in a traditional classroom is strained, if not near impossible, for a child who learns differently. She believed when a child feels truly safe in their environment, they can flourish. In the summer of 1950, Shepherd converted her historical family farm into Oakland School, a small co-ed day school and overnight summer camp program for elementary through middle school students. Set upon  a backdrop of rolling hills, forests, horses and other farm animals, Oakland began by first bringing children who didn’t learn like everyone else, together. 

    How: Implementing The Oakland Way 

    Oakland School is founded on a commitment to the individual learner, and a community that backs this mission. Small class sizes and one-to-one instruction are hallmarks of an Oakland School Education. 

    At Oakland School children become confident self-advocates, curious learners, and grow moral character. ‘Where every student thrives’ is not just an idea, it’s a promise we have been keeping for the better part of a century. 

    The Oakland Way is grounded in the belief that once phonics foundations are solid, confidence is established, and the learning process can accelerate. The program uses a synthesis of several pioneering approaches including: 

    Oakland School teachers are well versed in these techniques, and most have advanced degrees and specializations – and some, decades of experience working with children who learn differently.  One example is Oakland School’s horseback riding instructor, Sarah Bailey. For close to 30 years Sarah has been guiding Oakland students to respect, care for and ride a horse – helping these children to build confidence, set goals, focus, and work as a team. Believing children can – and will – attain success is at the core of an Oakland School education.

    As Director of Admissions, the best part of my job is giving prospective students and their families a tour of the grounds. Oakland School, once just an 18th century farmhouse with outbuildings set on 450 acres, is a welcoming environment in every sense. Class sizes are small with an emphasis on multisensory and experiential learning. Foundations are built through individualized learning plans that are calibrated regularly. Children work at their own pace and to their own strengths.

    Almost always on our tours we see a teacher working one-to-one with a student, children working independently or in small groups – with at least one volunteer eager to share what they love most about Oakland School. It is usually at this point of the tour, when, just like my daughter, the prospective student and family realize that learning can – and should – be a wonderful experience.