Tom Conway PhD, Professor; and Research Neuropsychologist & Director of The Morris Centre, addresses this issue with plenty of scientific evidence to support his talk:
https://www.linkedin.com/pulse/dyslexia ... nway-ph-d-
The improving results of England's year on year statutory Year One Phonics Screening Check is demonstrating that changing the teaching can certainly change the outcomes.Dyslexia Teaching Disability? Who Really has the Learning Disability?
It's Dyslexia Awareness Day today. But who really has the disability? The students with dyslexia or the schools and teachers with #DyslexiaTeachingDisability? Schools that use evidence-based methods provide large functional gains in reading, spelling, writing, expressive and receptive language skills. Schools that do NOT use evidence-based methods do NOT show large gains for students. So, who has the disability?
What happens if we allow children to enter school at 6 or 7 years of age with phonological awareness in the 20th percentile (Below Average) and we don't provide them an evidence-based language/literacy method?
The graph below shows how the "learning/language/literacy gap" forms over time when schools do NOT provide evidence-based literacy/language development instruction vs same age/ability peers who enter school at the 50th percentile (Average). Who has the learning disability, the school and its teachers or the child? If we have evidence-based methods that help more than 95% of children to read on grade level, but schools are still using ineffective methods, then it's the school that is disabled or is disabling our students.