Why Audiobooks? — Diana Kennedy
One of the first conversations I have with my parents of dyslexic kids is “And your child should be listening to audio books.” Almost like clockwork, they respond, “But I want to make sure she still learns to read.”
Maybe this is a concern you are struggling with right now. Let me help allay your fears.
First of all, one of the a discrepancy between reading level and oral language level. Often, in fact, these kiddos are really verbal and have been forever. I can’t tell you how many parents tell me, “He has a great vocabulary and has always impressed people when they talk with him. That’s why we were so shocked when he started having trouble reading.”
This discrepancy means that children with dyslexia can comprehend books that they hear at a much higher level than they can read. So, to keep developing their oral language, including their vocabulary and their understanding of literary syntax, they need to be exposed to books at their oral comprehension level, rather than being limited to books they can read independently.
What Does Dyslexia Look Like?
Children share some quick facts about dyslexia and what they wish teachers and others knew about this common learning disability that makes learning to
read, write and spell a challenge.
Great 5 minute video that not only shares the warning signs, but also the common myths and needed accommodations.
This is Your Brain on Phonics – fMRI and Dyslexia
One of the greatest neuro-myths about dyslexia is that it’s just about reading. Kudos to the Gabrieli lab (and many others) who are unraveling the differences that exist between dyslexic and non-dyslexic children because the science can inform us about what we may need to do as teachers and tutors.
Pure listening tasks (no reading) show:
1. Dyslexic children ‘hear’ or process sounds differently from non-dyslexic children.
2. Dyslexic children show greater activation of the right temporoparietal cortex.
For dyslexia, writing is often on the wall from birth
From: Boston Children’s Hospital
Some 5 to 17 percent of all children have developmental dyslexia, or unexplained reading difficulty. When a parent has dyslexia, the odds jump to 50 percent. Typically, though, dyslexia isn’t diagnosed until the end of second grade or as late as third grade — when interventions are less effective and self-esteem has already suffered.