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Research shows dyslexics who gain strong reading skills show different patterns of brain activiation than nondyslexic readers or dyslexics who continue to experience difficulties with reading. Differences include increased activation of right brain and prefrontal regions during reading tasks, and […]

Orthographic mapping is the process by which letter sequences and words become stored in visual memory, so that they can be recognized automatically when seen in print. The visual memory for words is also helpful for spelling words that do […]

Educators agree that alphabetic knowledge is essential for good reading, but differ as to the methods used for teaching. Many educators encourage teaching letter names first, but others advocate teaching of letter sounds before names. Research shows that learning the […]

Orton-Gillingham (OG) is a generic term for a specific set of remedial teaching guidelines; this may also be called Multisensory Structured Language Teaching. The name comes from a teaching method created by Dr. Samuel T. Orton and teacher/psychologist Anna Gillingham […]

  The 1994 publication of the book, The Gift of Dyslexia described a new theory of dyslexia which has influenced many researchers. Rather than looking at dyslexia as a disability or mental defect, Davis described it as a function of […]