Canadian Dyslexia Centre
Articles

Dyslexia and language training

Dyslexia and the University -2017

   
Learning to read and write can be challenging. This is a fact for people who have dyslexia. Dyslexics are estimated to represent up to twenty-three percent of the population.. If learning a first language can be difficult, try adding a second language.

It does not necessarily follow, however, that a francophone dyslexic should refrain from learning English and that an anglophone dyslexic should refuse to learn French. Depending on the type of dyslexia one has, the second language may actually prove to be easier than the first. It may actually be beneficial to switch to the second language as the main language of learning.
    
This booklet is written in simple English, to make it easier to read for students with dyslexia as well as busy university lecturers, student services personnel, administrators and others who work with people who have dyslexia. 

It provides a starting point for people wishing to understand this syndrome that is often referred to as a ‘hidden’ disability.  As such, it is neither prescriptive nor exhaustive. An extensive bibliography is included to satisfy the inquisitive mind.

This book is not only based on research on the neuro-physiological basis of dyslexia, but all examples are based on true-life experiences.
    
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The SMT Method 2017

I'm confused, is it dyslexia 2017

Talking, listening, reading and writing are all activities related to language. The first two appear to be innate in humans. Even very young children pick up on the sounds of speech, acquire spoken language and unconsciously master its structure, whether or not they receive explicit instruction. This is not the case for written language    
   
This booklet is written to help you to differentiate between dyslexia and learning disability. It is neither prescriptive nor
exhaustive.

It is not only based on research on the neuro-physiological basis of dyslexia, but all examples are based on true-life experiences and told from the heart!

It provides an overview of what we know about dyslexia and learning disabilities, the difficulties experienced by students with dyslexia and appropriate school-based accommodations and modifications to assist them to achieve success.  It also examines potential weaknesses in the current structure and hypothesizes about the benefits to a restructuring of our current screening, assessment and diagnostic techniques.
    
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Canadian Dyslexia Centre