Q & A: Unraveling The Myths Of Dyslexia

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Q & A: Unraveling the myths of dyslexia

By Jefna M. Cohen

Categories: Instructional materials/curriculum, Learning designs, Research

Maryanne Wolf is a scholar, teacher, and advocate for children and literacy. She is the director of the Center for Dyslexia, Diverse Learners and Social Justice at the UCLA School of Education and Information Studies. Her most recent book is Reader, Come Home: The Reading Brain in a Digital World. In this interview, Wolf shares what she wants educators to know about dyslexia and how schools should teach to the strengths of students’ widely varying brains to better reach all of them. She also happens to have personal experience with learning differences after raising her two boys, one with dyslexia and the other with dysgraphia. What do you want educators to know about dyslexia? There is no one dyslexia. There is, rather, a constellation of

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References

Lovett, M.W., Frijters, J.C., Wolf, M., Steinbach, K.A., Sevcik, R.A., & Morris, R.D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology. psycnet.apa.org/manuscript/2017-13234-001.pdf

Norton, E.S. & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63(1), 427-452.

Ozernov-Palchik, O., Norton, E.S., Sideridis, G., Beach, S.D., Wolf, M., Gabrieli, J.D.E., & Gaab, N. (2016). Longitudinal stability of pre-reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Developmental Science, 20(5), e12471. doi.org/10.1111/desc.12471