Welcome to IDA Central Ohio
The International Dyslexia Association Central Ohio inspires action to transform education for learners with dyslexia.
APM Reports – by Emily Hanford, Oct 16, 2020
The author of one of the nation’s most influential and widely used curriculum for teaching reading is beginning to change her views.
The group headed by Lucy Calkins, a leading figure in the long-running fight over how best to teach children to read, is admitting that its materials need to be changed to align with scientific research. In an internal document obtained by APM Reports, the Teachers College Reading and Writing Project at Columbia University, where Calkins has served as founding director for more than 30 years, says it has been poring over the work of reading researchers and has determined that aspects of its approach need “rebalancing.”
Calkins’ changing views could shift the way millions of children are taught to read.
| Our Dyslexic Children Film
OUR DYSLEXIC CHILDREN tells the story of how a group of parents in Central Ohio took on
their school district to affect change for their dyslexic children. They formed a partnership with
the district and now work shoulder to shoulder to deliver the nationally recognized early literacy
program they built together. This film was made to offer a roadmap for parents to advocate on behalf of all children. For more information visit: ourdyslexicchildren.com
Kudos to The Southport CoLab and Florida Center for Reading Research for this fantastic infographic tackling common myths about dyslexia and vision. Spoiler Alert—-there’s no evidence that visual problems cause dyslexia, no evidence that treatment for convergence improves decoding or comprehension, and no evidence that visual interventions remediate dyslexia or learning disabilities.
There is a theory about how people read words — one that’s deeply embedded in teaching practices and curriculum materials widely used in elementary school classrooms. Although the idea has been disproved by cognitive scientists, it continues to be included in teacher preparation programs, promoted in professional development sessions, and marketed by publishers.
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