robertogreco + dyslexia   69

Can Fonts Really Help Those With Dyslexia? | | Eye on Design
"A slew of recently released “dyslexic friendly” fonts claim to aid those with the learning disability, but has the research been properly tested?"



"Reading the testimonials of multiple dyslexic-friendly fonts, one might wonder, what’s the harm in trying them? While more research still needs to be done, at the very least, good can certainly come from the placebo effect.

I remember once babysitting a young dyslexic girl when I was a student; she’d been given colorful transparent paper to help her read. (The use of colorful lenses is another disputed technique in research on dyslexia.) She turned to me as we were reading and said she found that with orange, the words felt “less scary.”

Maybe these fonts, which are so agile and playful to look at, communicate an atmosphere of ease and kindness to a struggling reader, making the activity feel less severe and frightening. The fonts might not be actively helping someone read quicker or with greater ease, but they could help lessen feelings of fear and stress associated with the activity. They are a “preference,” but a preference with emotional and psychological implications.

The idea that dyslexia might be helped, even minutely, with a quick font-change, detracts from the severity and seriousness of a diagnoses.

We need to see dyslexic friendly fonts for what they are: a font change that shifts the personality of the letters, but doesn’t necessarily affect reading performance. The personal benefits of possible placebo effects need to be weighed against bigger concerns, though. As Eden says: “The potential of these fonts as highlighted by the press is misleading, and it takes away from the graveness of the situation.”

The idea that dyslexia might be helped, even minutely, with a quick font-change, detracts from the severity and seriousness of a diagnoses, and the fact that parents and schools must dedicate extra time and effort for improvement.

This is not to discourage people to continue designing for disability and access. Rather, it’s a call for more rigorous testing for these fonts, on par with the peer review studies that any other research around learning disabilities would go through. Testing pushes research into new corners, sets higher standards, and encourages interest and funding in the field.

Otherwise, what are we doing as an industry when we give out awards before having proof of concept? When we write articles because its a good story, without knowing if the story holds? The process is one that might actually harm those that a design claims to help—ultimately making the world a little less accessible in turn."
dyslexia  fonts 
june 2018 by robertogreco
My City School
"A High Support & High Expectations
Educational Community for Middle Schoolers who benefit from non-traditional learning environments

We Take Individualized Learning to the Next Level

Hands-On Learning Through Direct Experience in Small Educational Pods

High Support and High Expectations 3:1 Ratios for Core Classes

Integrated Social and Life-Skills Curriculum

Strong Fundamentals in Math, Reading, Writing & Science

Focused on Closing Gaps and Preparing Students for High School, College or Higher Education

At My City School, students learn how they learn best, and develop personal strategies they can bring to high school and higher education. My City School removes the stigma of learning
differently and embraces the gifts that come with each learning style.

My City School was founded on the belief that students with LD are learners with high potential and who deserve access to multisensory instruction across curriculum; including science, art, history, language arts, and math. We have re-imagined the LD classroom to be a place of dynamic and results driven instruction, partnered with enthusiastic and engaged students. Some new students enter the school feeling burnt out and hopeless but soon discover how good it feels to be a successful student. After five years, MCS has become more than just a school - we have become a resource to the community to help understand not only how to teach kids differently, but how to design an entire learning experience that re-ignites and fosters a love of learning."
sanfrancisco  schools  education  dyslexia  teaching  learning 
april 2018 by robertogreco
How Comic Books Can Get Even Better for Dyslexic Readers - Pacific Standard
While the medium is relatively accessible for people with reading difficulties, its lettering norms are still leaving some behind.
dyslexia  comics  graphicnovels  disability  disabilities  2017  lettering  christinero  accessibility  reading 
december 2017 by robertogreco
Jonathan Mooney: "The Gift: LD/ADHD Reframed" - YouTube
"The University of Oregon Accessible Education Center and AccessABILITY Student Union present renowned speaker, neuro-diversity activist and author Jonathan Mooney.

Mooney vividly, humorously and passionately brings to life the world of neuro-diversity: the research behind it, the people who live in it and the lessons it has for all of us who care about the future of education. Jonathan explains the latest theories and provides concrete examples of how to prepare students and implement frameworks that best support their academic and professional pursuits. He blends research and human interest stories with concrete tips that parents, students, teachers and administrators can follow to transform learning environments and create a world that truly celebrates cognitive diversity."
neurodiversity  2012  jonathanmooney  adhd  cognition  cognitivediversity  sfsh  accessibility  learning  education  differences  howwelearn  disability  difference  specialeducation  highered  highereducation  dyslexia  droputs  literacy  intelligence  motivation  behavior  compliance  stillness  norms  shame  brain  success  reading  multiliteracies  genius  smartness  eq  emotions  relationships  tracking  maryannewolf  intrinsicmotivation  extrinsicmotivation  punishment  rewards  psychology  work  labor  kids  children  schools  agency  brokenness  fixingpeople  unschooling  deschooling  strengths  strengths-basedoutlook  assets  deficits  identity  learningdisabilities  schooling  generalists  specialists  howardgardner  howweteach  teams  technology  support  networks  inclusivity  diversity  accommodations  normal  average  standardization  standards  dsm  disabilities  bodies  body 
november 2017 by robertogreco
This is what reading is like if you have dyslexia - CNN.com
"With a bit of Web code, one man is making it easier for others to understand how reading with dyslexia might feel. The idea came to Victor Widell after his dyslexic friend told him letters seemed to swap in out of place when she looked at words.

If you had a hard time getting through the passage, this is what the unscrambled text says:

"A friend who has dyslexia described to me how she experiences reading. She can read, but it takes a lot of concentration, and the letters seem to 'jump around.'"
dyslexia  2016  simulation  reading  howweread 
july 2017 by robertogreco
Deeply Aggrieved
"Van Jones, whom Bruni quotes, offers to students that “I want you to be offended every single day on this campus. I want you to be deeply aggrieved and offended and upset, and then to learn how to speak back.” And I wonder: Does Jones, does Bruni, think that students aren’t offended—deeply aggrieved and offended and upset—everywhere every single day? How dare we presume that students live idle lives when we’re not watching? How dare we believe it is our responsibility to forge their character through intellectual adversity?

C’mon, really? Among undergraduate women, 23.4% will be or have been raped. Upwards of 24% of students are food insecure, even though 63% of them are working. And that’s just for starters. Hate crime, domestic abuse, fears about the stability and reliability of health care, concerns about the environment—all the things that plague working adults with advanced degrees also plague students. The difference is that those “working adults” don’t have professors telling them to “put on some boots and learn how to deal with adversity.”

But what does all of this have to do with a dyslexic student who found herself unable to use the device on which she relied in—ahem—a computer science class?

Academia has long touted its own brand without paying attention to whether or not its product works. Universities and colleges not only stand on tradition, they promote a propaganda of tradition, a dogged effort to raise the quality of human character through intellectualism, rationality, and expertise supported by relentless surveillance and punishment of plagiarism, sloth, and student agency, and a tireless resistance to cultural change, technology, and diversity. The Student is the weak link in the academy, the wild horse that needs breaking, or the lazy scissorbill who must be taught discipline and integrity...and more recently, the privileged Millennial whose character can only be built through an unforgiving exposure to adversity.

But the academy and its students see the world very differently. Devices are not distractions. And adversity is something carried on the back into class. While academics enact social justice through diatribes, literary analysis, and social get-togethers, students are finding themselves on the front lines. They are dealing with their disabilities, they are confronting racism, they are walking out of classrooms to join protests, they are standing up for their undocumented colleagues. They are taking risks. And even if the only thing they’re doing is attending our classes, that is risk enough.

Your students have fought, your students have hidden from bullies, your students have been hungry, they have passed for straight, they have held their tongues, and they have been broken.
In many cases, the students you work with have had to subvert a system that sought to oppress them in order to make it to your classroom.
Institutions that refuse to move—not into the future, but into the present—are enacting a masochistic nostalgia. Things are not the way they were, and to isolate our philosophies in an historic moment is to condemn their practicality. Just as perilous is to assume the academy exists in a safe vacuum, where political tensions that light the nation on fire will not penetrate the halls of ivy-grown intellectualism and rationality. Universities hope to be environments for stable inquiry, where research and dialogue trump matters more visceral. But the students are restless y'all. These upon whose shoulders our futures will be built are staring down an apocalypse—of government, of environment, of justice, and of common sense.

In a world run by people who take the low road, taking the high road is not practical. We need people who will meet others on the low road if we are to cease this downward spiral. I am not advocating for violence—that the Middlebury protest ended in violence muted its usefulness. Instead, I am advocating for a Zen-like honesty about the state of things. The academy will not solve the crises its students face. But the students themselves may.

We do not do what we do so that students can be like us. We do what we do precisely because they can't be. We cannot afford for them to carry on our traditions. And for that reason, I encourage the academy, and all of those who advocate for its primacy, to consider the ways in which it has sheltered itself from the world, and to put on some boots, become deeply aggrieved, and be strong."
seanmichaelmorris  2017  vanjones  frankbruni  highered  highereducation  tradtion  academia  adversity  privilege  technology  education  middleburycollege  charlesmurray  bootstraps  distraction  assistivetechnology  dyslexia  socialjustice  disability  bullying  oppression  nostlagia  masochism  lowroad  highroad  disabilities 
may 2017 by robertogreco
The Big Picture: Rethinking Dyslexia
"A dyslexic high school student pursues admission to a leading college – a challenge for a boy who didn’t learn to read until 4th grade. Additional accounts of the dyslexic experience from children, experts, and iconic leaders at the top of their fields, help us to understand that dyslexia, a persistent problem with learning to read, can be as great a gift as it sometimes is an obstacle."
film  documentary  dyslexia  sfsh  towatch  charlesschwab  gavinnewsom  richardbranson  jamesredford  karenvlock  bennetshaywitz  sallyshaywitz  allisonschwartz  dylanredford  bonniepatten  geralynlucas  skyelucas  shereecarter-galvan  tylerlucas  sebastiangalvan  davidboies  learning  documentaries 
may 2017 by robertogreco
The Color Gradient Reader BeeLine Shows Promise for Speed and Attention in Reading - The Atlantic
"In the era of attention deficits, the new text will not be black and white."



"The colors in this text are rendered in a precise and strategic way, designed to help people read quickly and accurately.

The most important feature is that each line begins with a different color than the line above or below. As Matthew Schneps, director of the Laboratory for Visual Learning at the Harvard-Smithsonian Center for Astrophysics, explained it to me, the color gradients also pull our eyes long from one character to the next—and then from the end of one line to the beginning of the next, minimizing any chance of skipping lines or making anything less than an optimally efficient word-to-word or line-to-line transition.

Improving the ease and accuracy of the return sweep is a promising idea for readers of all skill levels. And yet it’s one that’s gone largely ignored in the milieu of media technologies. Today many of us read primarily on screens–and we have for years–yet most platforms have focused on using technology to attempt to recreate text as it appears in books (or in newspapers or magazines), instead of trying to create an optimal reading experience.

The format—black text on white lines of 12 to 15 words of equal size—is a relic of the way that books were most easily printed on early printing presses. It persists today out of tradition, not because of some innate tendency of the human brain to process information in this way.

Meanwhile, people who aren’t especially skilled at intake of text in the traditional format are systematically penalized. People who don’t read well in this one particular way tend to fall behind scholastically early in life. They might be told they’re not as bright as other people, or at least come to assume it. They might even be diagnosed with ADHD, dyslexia, or a learning disability, or overlooked as academically mediocre.

“The book format was effective, but not for everyone,” said Schneps. “This is not just technology that could help people who are struggling with reading; this is technology that could help a lot of people.”

* * *

Our minds are not as uniform as our text. We all take in information in different ways. Some people read more quickly and retain more information when lines are shorter, or when fonts are bolder, or in different colors. The color-gradient pattern above is rendered by a product called BeeLine, developed by armchair linguist Nick Lum. He got the idea after learning about the Stroop Effect, the famous phenomenon where it becomes difficult to read words like “yellow” and “red” when they are written in different colors. Lum thought, “What if instead of screwing people up, we tried to use color in a way that helps people?”

After he won the Stanford Social Entrepreneurship and Dell Education startup competitions with the idea in 2014, Lum took to developing the technology full time. So far, the response from people tends to be binary: for some it’s a shrug, but for others, particularly people with dyslexias, it’s like turning on a light bulb. As Lum describes it, people tell him “Holy cow, this is how everybody else reads.”

The idea has been well received by reading experts, too.

“Most of the academic research is figuring out entirely what your eyes are going to do on one line,” said psychologist and Microsoft researcher Kevin Larson. “That has been such a challenge that it's rare for anyone to pay much attention to what happens during that line return movement.”

At the University of Texas at Austin, Randolph Bias has studied the optimal length of lines of text for reading comprehension and speed. The two are generally at odds: Short lines make for a quick and accurate return (the movement is easier because it allows our eyes to take a greater downward angle than if the line were longer.) The downside is that because our brains process information during return sweeps, shorter lines don't afford us that time. We also don’t get to take full advantage of peripheral vision – which is key. (He cites this as the problem with Spritz, the reading technology where single words rapidly flash before a reader.)"



"The other big opportunity for the technology is in educational settings. Later this year, BeeLine will be rolling out in libraries across California, as part of a licensing partnership. This is how Lum sees the company growing. The basic Google Chrome extension and iPhone app are free. But large-scale licensing deals with platforms and institutions like school systems could be more lucrative—and make the option accessible to people who wouldn’t otherwise think to try reading in color.

In early experiments, some students do seem to benefit from the color gradients. Last year, first-grade students in two general-education classrooms in San Bernardino, California, tried out Beeline, and many did better with comprehension tests afterword. “Because of my background in visual processing, I immediately wanted to check it out,” said Michael Dominguez, an applied behavioral analyst who directs the San Bernardino school district’s special education program. “Based on everything I know, it should work great.”"

[See also (referenced in the article):
http://www.beelinereader.com/
https://blogs.msdn.microsoft.com/ie/2014/03/04/introducing-reading-view-in-ie-11/ ]
howweread  reading  dyslexia  education  cyborgs  adhd  color  text  jameshamblin  kevinlarson  via:ayjay  michaeldominguez  beeline  chrome  browser  browsers  extensions  accessibility  assistivetechnology  microsoft  attention  technology  edtech  nicklum  linguistics  randolphbias  spritz  ereading  kindle  pdfs  epub  pdf 
july 2016 by robertogreco
Microsoft Hackathon 2015 winner extends OneNote to improve learning outcomes for students | News Center
"Education is a must-have ingredient for success. And to succeed in education, reading and writing is essential. The challenges that come with language barriers and learning disabilities such as dyslexia are vast and varied, but luckily technology is able to help many students overcome literacy obstacles.

One solution is coming from a team at Microsoft that spans collaboration between Windows, OneNote, Bing and Microsoft Research: the OneNote for Learning extension. The team and their project emerged victorious over more than 3,300 other projects and 13,000 other hackers around the world competing in the company’s second annual //oneweek Hackathon during the last week of July.

Sebastian Greaves, a Vancouver-based OneNote developer, thinks of the extension as a toolbox with many small tools that can solve big problems. It has special text formatting tools that can make reading, writing and note-taking easier. Features include enhanced dictation powered by Bing speech recognition services, immersive reading that uses Windows services of simultaneous audio text playback with highlighting, and natural language processing that relies on Microsoft Research.

“One of the key things we wanted to achieve is to make sure no student ever got behind in their education because of difficulties with reading,” says Greaves, who drove down to Redmond, Washington, with others from his office to work side-by-side with the entire team during Hackathon. “We wanted to make sure that was as little a barrier as possible, so they can focus on what they’re learning.”

More than a dozen of Greaves’ teammates worked together for more than eight weeks to create the free OneNote extension, which will debut this fall in several schools in the U.S. and France.

“One of the great things about this project was that we utilized loads of different services,” Greaves says. “It meant that we could do so much more than we could’ve done if we had to write it all from scratch.”

By connecting with so many existing technologies across Microsoft, the team was able to do a lot in a short period of time. Every team member made key contributions to push the project forward, says Jeff Petty, the accessibility lead for Windows for Education and the program manager who led the grand prize-winning team.

“It takes a tremendous amount of work to envision it, pull it together and then deliver it in such a way where it just makes sense for people,” says Petty. “I don’t think we could have done something as powerful without having real breadth and depth on the team.”

Petty was interested in finding opportunities to deliver better learning outcomes for students and teachers. He focused on dyslexia, which affects as much as 20 percent of the population. He connected with a team in OneNote that was working on solving problems for dyslexic readers, such as visual crowding. That team found ways to put more space between letters, which makes words more readable.

That team had won an internal OneNote hackathon in the spring for that idea, led by Valentin Dobre, a software engineer, and Greaves.

Petty recognized this was a great start, but soon he and the expanding team also realized they could do more to pull together a more wide-reaching solution for students.

“When you address challenges with reading and writing, the benefits extend far beyond the original audience you had in mind,” says Petty. “By solving a problem for one audience, we’re actually going to make life easier for many more people.”

In his work with Windows, they were able to take advantage of the immersive reading function, with the ability to highlight text and have it read aloud, which increases reading comprehension. The next big connection was finding font and reading experts in Windows research.

“They helped us gel,” Petty says. “They backed up our solutions with science. Nothing that we built came from what we just thought was a good idea. It’s all based on prior research. These are proven interventions for students with dyslexia and also techniques that create a better reader for everybody.”

The researchers provided additional ideas for improving the team’s tool chest, like breaking words down into syllables to improve word recognition, and reading comprehension mode, which highlights different parts of speech like verbs and subordinate clauses.

Mira Shah was the team’s user research expert and formerly a speech pathologist. She gave them a real-world perspective with her experience in schools and seeing firsthand what worked and what didn’t.

Petty served as the glue to the team, bringing a broad perspective to reading and writing, and kept them on track with guiding principles, such as developing something backed by science, and keeping everyone focused on delivering something that would make a difference in people’s lives – something they could all be proud of, regardless of the outcome.

“I think we can make reading and writing better for everybody,” Petty says. “And if we really focus on people with disabilities, and we understand what works for them, we can bring those designs and solutions to our products that benefit everyone.”

Once the team came together, they shared a common drive to finish what they started.

“At no point did we think we were not going to ship,” Petty says. “OneNote was not interested in doing this as an experiment. Hackathon forced us to create a prototype they could polish to take it to schools in the fall.”

During the three very intense days of the //oneweek Hackathon, everyone on the team met each other for the first time, working practically nonstop under the Redmond tents that housed 3,000 people during the working sessions. Having the Vancouver-based OneNote development members – Greaves, Dominik Messinger and Pelle Nielsen – join the rest of the team was critical to their success.

“We could not have done it without them being there,” Petty says. “It was a completely different way of working, to get rapid feedback and iterate and iterate and iterate. We’d give them protected blocks of time where they got no additional feedback. Then we’d come back together for joint review. We were doing iterations while they were coding, then we had to decide to either refine functionality or bring new features. There is no way we could have made the same progress had we not all been there.”

At the Hackathon, the team also met the mother of a daughter who has severe dyslexia, working with another team. She believed what the OneNote for Learning team was doing was going to make a difference, and her reaction gave them even more confidence they were on the right track.

And for developer and team member Dominik Messinger, whose native language isn’t English, the project provided him with better tools to improve his own language skills, such as dividing words into semantic units for better comprehension – and pronunciation.

“I caught myself reading out some notes for OneNote documentation, and just listening to it, discovered some words I’ve totally pronounced wrong. Text to speech is pretty useful,” Messinger jokes. “Also, having short term goals and having all this energy, coding really fast and collaborating really, really fast – that was quite an experience. We can be proud of what we achieved in so few days.”

For the whole team, the Hackathon exemplified the best things about being able to tap into the entire company for resources.

“I think there’s a lot of strength in working across orgs and teams, and getting to work with people we might otherwise not get to work with, such as the accessibility team,” Nielsen says. “Learning how important it is to choose the right color scheme or font was eye opening.”

While everyone brought their own strengths to the project, its ultimate purpose served as a north star that maintained the team’s focus.

“We wanted to make sure this was a non-stigmatizing feature. This is something anybody could use. Someone using the extension wouldn’t raise a big red flag that they’ve got a disability,” Nielsen says. “For me, the most important thing was recognizing the value of our goal. It doesn’t matter how cool the tech is if it doesn’t help anyone. That’s what is so compelling about this project. We’re making learning easier for every single student.”"
microsoft  onenote  reading  howweread  immersivereadin  dyslexia  2015  education  literacy  readability  mirashah  assistivetechnology 
november 2015 by robertogreco
SpeEdChange: those who think less of Dyslexics while claiming to love them...
"OK, if you've watched you will say that he is a Dyslexic, so how can he think less of Dyslexics? Well, its confusing. He's a Dyslexic but really he's a missionary. He is not doing research, he is taking a personal experience and selling it to all as a "personal (and universal) savior." It is not just that he gets the science wrong - though he is right about "thinking in pictures" for many, but he is far off at thinking its about a visual processing issue... but that's not the problem. For many dyslexics reversals and upside-down letters is no issue at all. In fact, no matter how you might describe the underlying issues of reading issues, you will find a scatter plot across any graph.

It is like the colonial subject in 1910 seeing his or her personal issues solved through an interaction with a priest or a minister and assuming that interaction is what the world needs. And at the heart of this is desired ignorance, it is ignorance built of desire not to understand people, to actually believe that people do not count if they are not just like you.

Honestly, at a younger age, I almost made similar mistakes. I found myself arguing for Times New Roman for text, and for WYNN as way of reading. But fortunately, I noticed this absurdity on third person I talked to. He liked Helvetica and Kurzweil 3000, and he wasn't wrong of course, he was different from me. The next person I spoke to found no font useful, no keyboard useful. The next wanted Garamond at a certain size in a certain color combination, though color - within boundaries - had little effect on me. She wasn't wrong, she was different.

So I didn't develop a system for dyslexics, I worked out a way of thinking about choice, because I did not want to rate people according to their distance in similarity from me. I called this idea Toolbelt Theory and I still like it, because I think it respects the people around me.

So in a lifetime of being a Dyslexic, in 20 years of researching Dyslexia, I have learned that there is no best font for this, no best reading method, no best technology choice, no best color combination, no best anything... not even for me across a week or even some days, and I've heard that variability matters for others too. So we need to learn to choose from a menu of what works, to set defaults in browsers but to have other choices, to have a range of technologies.

I choose between 4 fonts, none are designed to look like bubbles being held to the ground because - well - that's not my issue. The computers the students have in our schools come with WordTalk and Balabolka and to in-browser Text-To-Speech system, and there are bookmark links to many others. My computers usually have at least five systems for TTS, my phone has three. But I never, ever, expect any other Dyslexic to choose the same combination.

I have learned that my experience is not "data" because I do not think those different to be outliers or "Children of a Lesser God." So please stop saying what Dyslexics need. And start talking about what choices humans need."
irasocol  2014  dyslexia  dyslexie  fonts  toolbelttheory  reading  difference  typography 
july 2015 by robertogreco
Dyslexia
"Recreating the feeling of reading with Dyslexia"
dyslexia  typography  fonts  reading  danielbritton 
june 2015 by robertogreco
Want To Learn About Game Design? Go To Ikea - ReadWrite
"The path is constantly curving to keep you enticed."

[also posted at: http://killscreendaily.com/articles/game-design-ikea/
video: https://www.youtube.com/watch?v=LKCDJ89ODyM ]

"IKEA’s reach extends beyond simple economic heft. In Lauren Collins’ epic 2011 New Yorker profile of the company, she casts the IKEA vision as something that extends beyond pure commerce. “The invisible designer of domestic life, it not only reflects but also molds, in its ubiquity, our routines and our attitudes.” Our IKEA, ourselves, as it were.

But to become that successful requires a unique understanding of the consumer mindset and there are certainly many explanations for why this might be. I wanted to introduce something else. Intentionally or not, IKEA embodies some of the best values of good games. I’m not saying that IKEA is a game, per se, but it exhibits many game-like characteristics.

So how?

DESIGNING A GOOD MAZE …

BUILD A STORY WORLD THROUGH DETAILS …

"Because Ikea's founder is dyslexic, the company built a whole taxonomy for products to help him remember. Furniture is Swedish place names, chairs are men’s names, and children’s items are mammals and birds. (Lars Petrus’ Ikea dictionary reads like a key to reading Ulysses in this respect.)

The act of naming an object is an incredibly powerful key to immersion that games use all the time. Think about the names of the drones in BioShock or inventory descriptions in Dark Souls. Each of these games uses unique in-game language to build a convincing story world and keep you there.

For Ikea, they want you to identify with a place, in this case the Swedish concept of “folkhemmet,” a social democratic term coined by the Social Democratic Party leader Per Albin Hansson in 1928, that means “the people’s home.” And this identity is bolstered through numerous elements that want to capture a full-bodied Swedish identity, despite the global presence of the store. The colors are the Swedish national flag; the store sells traditional Swedish foods; the children’s play room is called Smaland as a nod to the founder’s hometown and so on.

As Ursula Lindqvist, an associate professor of Scandinavian studies at Adolphus Gustavus, writes, “The Ikea store is a space of acculturation, a living archive in which values and traits identified as distinctively Swedish are communicated to consumers worldwide through its Nordic-identified product lines, organized walking routes, and nationalistic narrative.”

But the language plays the largest part Ikea builds their retail universe, the same way that Borderlands doesn’t just call a pistol a pistol. It’s a Lacerator or The Dove or the Chiquito Amigo or Athena’s Wisdom. Ikea doesn't just sell you a coffee table; it sells you a Lack or a Lillbron or a Lovbaken.

As writers Rob Walker and Joshua Glenn said of their Significant Objects project, “It turns out that once you start increasing the emotional energy of inanimate objects, an unpredictable chain reaction is set off.""

ALLOW SHOPPERS TO CREATE THEIR OWN MEANING …

THE VALUE IS THAT YOU HAVE TO DO IT YOURSELF …

"But the value is that you have to do it yourself, which makes it more meaningful. Researchers found this is at the heart of “the Ikea effect” which suggests that people will value mass-produced items as much as artisan wares … if only they build them piece by frustrating piece. In their 2012 paper, “The Ikea Effect: When Labor Leads to Love,” Michael Norton and his team explain that the reason people love Ikea is a form of “effort justification.” You’ve put so much time into building Lack shelves that it has to be valuable."

DEVELOP UNIVERSAL EXPERIENCES

This is something we take for granted in games, but think about if you couldn’t play Tetris if you didn’t speak Russian or Super Mario Galaxy if you didn’t speak Japanese. Games are their own language and can be played by anyone, regardless of the nationality, location or background.

IKEA has a similar idea about decorating your home. They call it “democratic design.” As founder Ingvar Kamprad wrote, “Why do the most famous designers always fail to reach the majority of people with their ideas?” So IKEA tries to takes its designs to everyone in the world and designs products that ostensibly could fit in any living room from Shanghai to Berlin or Los Angeles.

This has obviously been a source of critique. Bill Moggridge, the director of the Cooper-Hewitt, National Design Museum, in New York, calls IKEA’s aesthetic “global functional minimalism.” He says “it’s modernist, and it’s very neutral in order to avoid local preferences.” IKEA flattens the experience of every home by selling the same furniture which, of course, benefits the company but also benefits the mission of the paradoxical non-profit that technically owns IKEA and is somehow dedicated to furthering the advancement of architecture and interior design.

Regardless, that impulse for world domination has a pleasant by-product in that creates a common design language for people around the world. It’s the same type of experience that Jenova Chen wanted to make in Journey. Chen argued to me that the language we use is a facade and that games like Journey can be played by anyone. One could argue is the same desire to explains the lack of words on IKEA’s instructions."
ikea  gamedesign  2014  games  gaming  jaminwarren  jenovachen  journey  design  videogames  effortjustification  dyslexia  names  naming  flow  objects  economics  effort  language  constructivism  construction  mastery  difficulty  ingvarkamprad  culture  acculturation  robwalker  joshuaglenn  billmoggridge  homoludens  significantobjects  ursulalindqvist  adolphusgustavus  universality  global  meaningmaking  michaelnorton 
december 2014 by robertogreco
Festival of Dyslexic Culture — A Celebration of who we are, through what we create
"The vision for the Festival of Dyslexic Culture arose out of the realisation that dyslexia is not simply a set of apparent difficulties, but a cultural difference in how we make meaning, problem solve and create solutions and ideas. We want to articulate and celebrate this cultural identity while raising awareness about how we achieve.

We would not have arrived at this idea without other excellent initiatives such as DysPla, Dyslexic Advantage, and the LSE Disability Identity conference. But we also felt that we could go further in making and celebrating the nature of innovative practice not just in the arts, and among extraordinary individuals, but among us all as creative innovators in every field including learning and academia. In short, we are great learners that are often failed by tests.

The idea of a holistic cultural identity that spans dyslexia, dyspraxia, dyscalculia, AD(H)D, and Aspergers seems to have caught fire. The organising team for the Festival are working through consensus to stage the Festival and articulate the vision. Already the idea has sparked other supportive dyslexia initiatives across the world. In the spirit of innovation, collaboration and cultural identification we are happy to support them all. Dyslexic people are already at the forefront of changing the world for the better, we hope to enable the world to see us for ourselves, through what we create."
events  dyslexia  identity  culture  dyspraxia  dyscalculia  adhd  aspergers 
november 2014 by robertogreco
A Thousand Rivers: What the modern world has forgotten about children and learning.
[also here: http://carolblack.org/a-thousand-rivers/ ]

"The following statement somehow showed up on my Twitter feed the other day:
“Spontaneous reading happens for a few kids. The vast majority need (and all can benefit from) explicit instruction in phonics.”

This 127-character edict issued, as it turned out, from a young woman who is the “author of the forthcoming book Brilliant: The Science of How We Get Smarter” and a “journalist, consultant and speaker who helps people understand how we learn and how we can do it better.”

It got under my skin, and not just because I personally had proven in the first grade that it is possible to be bad at phonics even if you already know how to read. It was her tone; that tone of sublime assurance on the point, which, further tweets revealed, is derived from “research” and “data” which demonstrate it to be true.

Many such “scientific” pronouncements have emanated from the educational establishment over the last hundred years or so.  The fact that the proven truths of each generation are discovered by the next to be harmful folly never discourages the current crop of experts who are keen to impose their freshly-minted certainties on children. Their tone of cool authority carries a clear message to the rest of us: “We know how children learn.  You don’t.

So they explain it to us.

The “scientific consensus” about phonics, generated by a panel convened by the Bush administration and used to justify billions of dollars in government contracts awarded to Bush supporters in the textbook and testing industries, has been widely accepted as fact through the years of “No Child Left Behind” and “Race to the Top,” so if history is any guide, its days are numbered. Any day now there will be new research which proves that direct phonics instruction to very young children is harmful, that it bewilders and dismays them and makes them hate reading (we all know that’s often true, so science may well discover it) — and millions of new textbooks, tests, and teacher guides will have to be purchased at taxpayer expense from the Bushes’ old friends at McGraw-Hill.

The problems with this process are many, but the one that I’d like to highlight is this: the available “data” that drives it is not, as a matter of fact, the “science of how people learn.” It is the “science of what happens to people in schools.”

This is when it occurred to me: people today do not even know what children are actually like. They only know what children are like in schools.

Schools as we know them have existed for a very short time historically: they are in themselves a vast social experiment. A lot of data are in at this point. One in four Americans does not know the earth revolves around the sun. Half of Americans don’t know that antibiotics can’t cure a virus. 45% of American high school graduates don’t know that the First Amendment of the Constitution guarantees freedom of the press. These aren’t things that are difficult to know. If the hypothesis is that universal compulsory schooling is the best way to to create an informed and critically literate citizenry, then anyone looking at the data with a clear eye would have to concede that the results are, at best, mixed. At worst, they are catastrophic: a few strains of superbacteria may be about to prove that point for us.

On the other hand, virtually all white American settlers in the northeastern colonies at the time of the American Revolution could read, not because they had all been to school, and certainly not because they had all been tutored in phonics, which didn’t exist at the time. Thomas Paine’s Common Sense, not exactly light reading, sold over 500,000 copies in its first year of publication, the equivalent of a book selling sixty million copies today. People learned to read in a variety of ways, some from small one-room schools, but many from their mothers, from tutors, traveling ministers, apprentice’s masters, relatives, neighbors, friends. They could read because, in a literate population, it is really not that difficult to transmit literacy from one person to the next. When people really want a skill, it goes viral. You couldn’t stop it if you tried.

In other words, they could read for all the same reasons that we can now use computers. We don’t know how to use computers because we learned it in school, but because we wanted to learn it and we were free to learn it in whatever way worked best for us. It is the saddest of ironies that many people now see the fluidity and effectiveness of this process as a characteristic of computers, rather than what it is, which is a characteristic of human beings.

In the modern world, unless you learn to read by age 4, you are no longer free to learn in this way. Now your learning process will be scientifically planned, controlled, monitored and measured by highly trained “experts” operating according to the best available “data.” If your learning style doesn’t fit this year’s theory, you will be humiliated, remediated, scrutinized, stigmatized, tested, and ultimately diagnosed and labelled as having a mild defect in your brain.

How did you learn to use a computer? Did a friend help you? Did you read the manual? Did you just sit down and start playing around with it? Did you do a little bit of all of those things? Do you even remember? You just learned it, right?”



"City kids who grow up among cartoon mice who talk and fish who sing show tunes are so delayed in their grasp of real living systems that Henrich et al. suggest that studying the cognitive development of biological reasoning in urban children may be “the equivalent of studying “normal” physical growth in malnourished children.” But in schools, rural Native children are tested and all too often found to be less intelligent and more learning “disabled” than urban white children, a deeply disturbing phenomenon which turns up among traditional rural people all over the world."



"Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species. It’s no accident that indigenous holistic thinkers are the ones who have been consistently reminding us of our appropriate place in the ecological systems of life as our narrowly-focused technocratic society veers wildly between conservation and wholesale devastation of the planet. It’s no accident that dyslexic holistic thinkers are often our artists, our inventors, our dreamers, our rebels. "



"Right now American phonics advocates are claiming that they “know” how children learn to read and how best to teach them. They know nothing of the kind. A key value in serious scientific inquiry is also a key value in every indigenous culture around the world: humility. We are learning."



"“It is in our idleness, in our dreams, that the submerged truth sometimes comes to the top,” a great artist once said. Science is a tool of breathtaking power and beauty, but it is not a good parent; it must be balanced by something broader, deeper, older. Like wind and weather, like ecosystems and microorganisms, like snow crystals and evolution, human learning remains untamed, unpredictable, a blossoming fractal movement so complex and so mysterious that none of us can measure or control it. But we are part of that fractal movement, and the ability to help our offspring learn and grow is in our DNA. We can begin rediscovering it now. Experiment. Observe. Listen. Explore the thousand other ways of learning that still exist all over the planet. Read the data and then set it aside. Watch your child’s eyes, what makes them go dull and dead, what makes them brighten, quicken, glow with light. That is where learning lies."
carolblack  2014  education  learning  certainty  experts  science  research  data  unschooling  deschooling  schooliness  schooling  compulsoryschooling  history  literacy  canon  parenting  experimentation  listening  observation  noticing  indigeneity  howwelearn  howweteach  wisdom  intuition  difference  diversity  iainmcgilchrist  truth  idleness  dyslexia  learningdifferences  rosscooper  neurodiveristy  finland  policy  standards  standardization  adhd  resistance  reading  howweread  sugatamitra  philiplieberman  maori  aboriginal  society  cv  creativity  independence  institutionalization  us  josephhenrich  stevenjheine  aranorenzayan  weird  compulsory  māori  colonization  colonialism 
august 2014 by robertogreco
Dyslexia or Right-Brained Dominant? | The Right Side of Normal
"At this time, reading instruction tends to begin at 4 and 5 years old with phonics. Even with the wonderful news that researchers are starting to notice dyslexia comes with strengths, no one is questioning that the one-size-fits-all left-brained supported reading instruction and time frame may be a huge contributing factor to reading difficulties in right-brained children. I would like to see the different reading methods and time frames for right-brained children recognized and honored right alongside their left-brained peers. One learner is receiving a well-matched learning environment, and one isn’t and being labeled for not being able to perform.

If education can’t be individualized to at least left-brained and right-brained developmental learning methods and time frames, and if the one-size-fits-all must continue, then I suggest using a Waldorf or Montessori style of 5 to 7 year reading exposure. The reason I say this is because left-brained, two-dimensional viewers can turn three-dimensional representations into two-dimensional objects easy enough. But it’s much more difficult for a right-brained, three-dimensional picture viewer to turn a two-dimensional symbol into a three-dimensional object. This sometimes causes issues such as blurring, moving, or reversing letters as Ronald Davis points out in his experiences.



There is an identifiable set of strengths and traits that come with being right-brained dominant. Like any holistic descriptor, there’s variation based on individual factors. Some right-brained children will learn to read before age 8, many right-brained children will learn to read between 8 and 10 years old, and some right-brained children will learn to read after age 10. A smaller percentage of these will continue to struggle based on the very strengths that come with being right-brained. As shown in the video at the beginning, success can still occur despite continued reading difficulties, again, because of these right-brained strengths.

I could continue and talk about the ADHD connection to being right-brained, the auditory factor with dyslexia, and also outline the natural learning path for right-brained spelling, writing, and math fact learning. But, that’s why I wrote my book, The Right Side of Normal, to have all this information in one place cohesively explained and outlined for those interested in supporting this for their right-brained children. I wanted to reiterate my position that the right-brained information must be properly implemented first before we can see where something like dyslexia really exists and can be defined. When we honor and celebrate the natural strengths of being right-brained from the start, we’ll see them flourish and thrive in their learning lives. More of them will seamlessly and joyfully transition into reading at their optimal developmental time frame. And all of us will recognize and even expect early on all the gifts and talents they offer our world."



"From my perspective and belief, there’s no such thing as a “dyslexic mind” and a “right-brained learner.” They are one in the same. The defnition of dyslexia should be a right-brained learner who continues to struggle with reading and such after the appropriate developmental time frame, and after a well-matched learning environment up until that point. I feel strongly we would see much less dyslexia if this criteria and learning environment were upheld, as Linda shared about the Sudbury Valley School. And for those who still may have dyslexia, like my two younger children may, with a strengths-based, developmental upbringing, mine still had joyful childhoods, engaged learning lives, and positive self-images. Everyone deserves that, no matter their weak areas, because there are always strengths to be nourished."
dyslexia  learning  reading  teaching  2013  spelling  education  writing  cindygaddis 
july 2014 by robertogreco
How Did We Get Into This Mess?: Handwriting with Tears; Don't cry for cursive.
"Handwriting is going away. Not scribbling quick notes on pads, but the era of formal cursive handwriting, the very form of handwriting that seems to most provide these neurological benefits, is coming to an end.

The solution is not to lament the loss of cursive and not to force kids to learn cursive anyway, despite its lack of utility, but rather to find other means to stimulate related neurological processes. Is it art? Is it rock climbing? Is it baking bread? I don't know, but let's not confuse means with outcome."
assistivetechnology  dyslexia  handwriting  ableism  davidperry  rickgodden  cursive  via:ablerism 
june 2014 by robertogreco
Murmur – Sorting out Dyslexia | Ars Electronica Blog
"Aakash Odedra: Murmuration literally means when a flock of birds come together. They create a swarm. And the swarm changes the shape and size. What we have found in our research is, when you look at an object optically it’s transferred in your brain and the idea of the image starts to change. So this changing of reality, this capacity to be able to change objects, is what we want to also explore as well. Murmur basically is this idea of this flock, but the flow becomes very singular and then it divides again. How is it possible that one starling which is very intelligent as an individual then flies into a mass and then the dynamic of this one bird changes the mass? Basically it is this experience of dyslexia…

Lewis Major: Dyslexia was a starting point but this is from the very beginning what we’ve wanna make this about. In essence it’s the experience with dyslexia. The piece become the story of the individual finding its way through the world and learning to deal as with the way they see the world.

Aakash Odedra: Also, the common notion of dyslexia is even subconsciously challenged. Through research we found out that the speed of thinking of the brain of dyslectics becomes multiplied to 400 to 2.000 times. And then it becomes difficult to keep up. There is a pathway the individual has to find. And this piece is really about finding a pathway. Generally, in life everybody has to find a pathway to whatever the success may be. But this piece starts with the idea of dyslexia but then you find pathway to create a world or an universe which becomes relatable to everyone.

Lewis Major: Dance and technology, it’s not a completely new thing but I think the way we have come to work with Ars Electronica is perhaps a different way with approaching technology through a live performance. Because it has been such a collaborative exploration of dyslexia, the main theme of the piece. It’s not just about putting some pretty images on a dance piece. The dance is trying to say something and challenge peoples with ideas and concepts. Conceptions about dyslexia and I guess in a way in some sense dance. We are trying to use the technology to make what we say louder and make it bigger. Aakash is the only dancer and it’s a big space to fill in a lot of ways and a big bunch of ideas we are trying to explore using technology to accentuate those ideas and to extrapolate the concepts. This is the reason why we want to work with Ars Electronica Futurelab.

Aakash Odedra: If you look at technology and the computers we have, there is a system. In dance we also have a system as well. What often happens when we are using technology and dance that these systems seem to be separated. So there is technology and there is dance. But what’s important in this piece is that we want to integrate the two systems. The system of human thinking and dance, and the physicality of the body, and mechanics and the technology we have. And also to bring objects in space virtually. We live in world fully of technology and we use it all the time. Sometimes it’s also a virtual world we create which becomes sometimes one dimensional. But just to be able to enter into this world, to bring these two elements together, and to create this three dimensional universe that can be relatable to people. That is something we are trying to achieve with this project.

Lewis Major: The idea of the reality that we live in and also the idea of this surreal universe we live inside our head, this I think is a very good point: Technology can add this surreal element.

Aakash Odedra: Technology can give you an insight into the mind, not what’s happening in the mind exactly but it just allows you to create a window of imagination. Which is what we are trying to do with this piece: To allow a person also enter the world of imagination through technology."
2014  dyslexia  dance  aakashodedra  lewismajor  technology  mind  brain  via:jenlowe 
april 2014 by robertogreco
What Musicians Can Tell Us About Dyslexia and the Brain
"What did they find? On most tests of auditory perception, the dyslexic musicians scored as well as their non-dyslexic counterparts, and better than the general population. Where they performed much worse was on tests of auditory working memory, the ability to keep a sound in mind for a short time (typically seconds). In fact, the dyslexic musicians with the poorest working memory tended to have the lowest reading accuracy. Those with better working memory tended to be more accurate.

Writing in the February issue of the journal Neuropsychologia, Ahissar and her team suggest that auditory working memory might be a bottleneck for the performance of people with dyslexia. If so, that might shift more of researchers’ attention to memory-related brain regions in addition to the auditory areas that have gotten most of the attention in dyslexia research.

The results make a lot of sense. Learning a language requires making connections between sounds, what they mean, and how writing represents them, and memory is a crucial part of that process, says Nina Kraus, a neuroscientist who studies music and language at Northwestern University. “If you can’t remember a sound, you can’t make the connection.”"
memory  workingmemory  dyslexia  music  musicandmemory  2014  gregmiller  meravahissar  via:asfaltics 
february 2014 by robertogreco
Dyslexic design wins the New Designer of the Year Award 2013
"Northumbria University graduate Henry Franks won the award for a collection of re-imagined everyday objects, including an inverted set of mugs,  double-hooked coat hangers, pen pots that only hold two or three pens and a set of cork plinths for cups."
dyslexia  design  2013  henryfranks  industrialdesign 
july 2013 by robertogreco
With Dyslexia, Words Failed Me and Then Saved Me - NYTimes.com
"When I did finally learn to read, my teachers didn’t have much to do with it. I was 11, and even my school-appointed tutors had given up on me. My mother read the one thing I would listen to — Blackhawk comics — over and over again, hoping against hope that by some leap of faith or chance I would start to identify letters and then learn to arrange them into words and sentences, and begin the intuitive, often magical, process of turning written language into spoken language.

One night, lying in bed as she read to me, I realized that if I was ever going to learn to read I would have to teach myself. The moon glowing outside my window, I remember, seemed especially interested in my predicament, perhaps attempting its own kind of encouragement. Was it a dummy, too? I wondered. If only I could be another boy, a boy my age who could sound out words and read and write like every other kid I knew.

I willed myself into being him. I invented a character who could read and write. Starting that night, I’d lie in bed silently imitating the words my mother read, imagining the taste, heft and ring of each sound as if it were coming out of my mouth. I imagined being able to sound out the words by putting the letters together into units of rhythmic sound and the words into sentences that made sense. I imagined the words and their sounds being a kind of key with which I would open an invisible door to a world previously denied me.

And suddenly I was reading. I didn’t know then that I was beginning a lifelong love affair with the first-person voice and that I would spend most of my life inventing characters to say all the things I wanted to say. I didn’t know that I was to become a poet, that in many ways the very thing that caused me so much confusion and frustration, my belabored relationship with words, had created in me a deep appreciation of language and its music, that the same mind that prevented me from reading had invented a new way of reading, a method that I now use to teach others how to overcome their own difficulties in order to write fiction and poetry. (It’s perhaps not surprising that many famous writers are said to have struggled with dyslexia, including F. Scott Fitzgerald and W. B. Yeats.)"
dyslexia  poetry  writing  reading  parenting  philipschultz  fscottfitzgerald  yeats  2011  education  schooling 
may 2013 by robertogreco
Defining My Dyslexia - NYTimes.com
"Fortunately, humor and hard work proved a good strategy. Also helpful were my crafty parents. They often read out loud to me and, noticing my passion for fantasy novels, would stop at the most exciting point in a chapter — then leave the book in case I wanted to read by myself. It wasn’t long before I was sneaking paperbacks into study hall.

Though slow out of the gate — I couldn’t read fluently until 13 — I went to Yale, then medical school at Stanford, and I published two fantasy novels with disabled heroes (think Harry Potter and the Special-Ed Classroom). At every step, I used my diagnosis to my advantage, arguing that I had succeeded despite being dyslexic. It helped me stand out.

Now a growing body of research suggests that I was unintentionally lying."



"The conference’s organizers made a strong case that the successes of the attending dyslexic luminaries — who ranged from a Pulitzer-winning poet to a MacArthur grant-winning paleontologist to an entrepreneur who pays a dozen times my student loans in taxes every year — had been achieved “not despite, but because of dyslexia.”

It was an exciting idea. However, I worried that the argument might be taken too far. Some of the attendees opposed the idea that dyslexia is a diagnosis at all, arguing that to label it as such is to pathologize a normal variation of human intellect. One presenter asked the audience to repeat “Dyslexia is not a disability.”

Not a disability? My years of functional illiteracy suggest otherwise. Today’s educational environment exacerbates dyslexic weaknesses. Schools misidentify poor spelling and slow reading as a lack of intelligence; typically diagnose the condition only after students have fallen behind; and too often fail to provide dyslexic students with the audio and video materials that would help them learn. Until these disadvantages are removed, “disability” most accurately describes what young dyslexics confront.

At the heart of the conference was the assumption that a group of advocates could alter the definition of dyslexia and what it means to be dyslexic. That’s a bigger idea than it might seem. Ask yourself, “What role should those affected by a diagnosis have in defining that diagnosis?” Recently I posed this question to several doctors and therapists. With minor qualifications, each answered “none.” I wasn’t surprised. Traditionally, a diagnosis is something devised by distant experts and imposed on the patient. But I believe we must change our understanding of what role we should play in defining our own diagnoses."



"I believe that scientific evidence and social observation will continue to show that defining dyslexia based solely on its weaknesses is inaccurate and unjust, and places too grim a burden on young people receiving the diagnosis. A more precise definition of dyslexia would clearly identify the disabilities that go along with it, while recognizing the associated abilities as well. If the dyslexic community could popularize such a definition, then newly diagnosed dyslexics would realize that they, like everyone else, will face their futures with a range of strengths and weaknesses."
emilyhall  blakecharlton  dyslexia  disability  disabilities  2013  susansontag  diagnosis  reading  writing  schooling  education  parenting 
may 2013 by robertogreco
science cow: Dyslexia at MIT
"The ability to read has long been linked in society’s mind to intelligence, but dyslexia is surprisingly common at MIT, to such an extent that…Nicholas Negroponte (a dyslexic himself), called it the MIT disease in his autobiography. Recent research has found that dyslexia is not related to IQ. It is, however, the most common learning disability, at MIT and elsewhere, affecting between 5% and 20% of the population.

The latest research is finding dyslexia’s roots in unexpected places, with unexpected consequences, disproving common misconceptions about dyslexia and learning disorders in general. We are beginning to find that dyslexia is not a disorder but a different way of experiencing and understanding the world around us, created by a different wiring and development of the brain with benefits as significant as its downsides."

"It is important for us to stop seeing dyslexia as a learning disability and start seeing it as an alternative way of perceiving and processing the world…"
bennetshaywitz  neuropsychology  fumikohoeft  brain  speech  phonology  tylerperrachione  johngabrieli  manuelcasanova  xiaoluhis  nadinegaab  creativity  fernetteeide  writing  reading  literacy  nicholasnegroponte  mit  dyslexicadvantage  dyslexia  via:irasocol  from delicious
january 2013 by robertogreco
The Visual Workplace, and How to Build It - NYTimes.com
"I WAS born in 1956. I should have been reading in grade school, but I’m dyslexic…

Somehow I got through school, and luckily the family business…was there for me when I graduated from high school.

Since then, we’ve also become what’s called a visual workplace…

The visual aids help everyone, but they’re especially good for workers like me. I’m still not a good reader…

I became more interested in reading in the early ’80s, after USA Today was born. It offered many color photographs, which got my attention, and I started reading the captions. The pictures were worth a thousand words to me, and the captions completed the story…

The iPad has changed my life. Ten years ago, I read very little. But with the iPad, I’m listening to an audiobook a week…apps like Dragon Dictation and Speak It…Spell-check has been a godsend…

I give employees second chances because I know what it’s like to struggle. … You have to find a seat on the bus for everyone. I’m a perfect example."
myexperience  cv  tcsnmy  deschooling  unschooling  education  howtotreatothers  secondchances  technologyassistedlearning  2012  communitcation  writing  reading  applications  ios  speakit  dragondictation  technology  learning  ipad  mickwilz  visuallearners  visualworkplace  dyslexia  from delicious
december 2012 by robertogreco
App Store - openWeb - Dyslexia friendly web browser
"Your default Safari web browser is not customizable. And when you want to use a font or style designed for accessibility, this creates a problem.

The openWeb Browser is a browser that helps solve that problem by giving the internet a more readable style on your iPhone and iPad.

• The default font is OpenDyslexic: a free open-source font designed to be easy to read, especially for dyslexic readers. This font looks great on retina displays.

• The colors have slightly less contrast to help prevent glare.

• Symbols are bolder, and darker, to help detect sentences and phrases.

• NEW! Reading mode on iPhone/iPod Touch lets you read the page formatted for the screen size, and with less distraction!

You can full-screen the browser at any time to remove distractions by tapping & holding. Return to the default view by tapping and holding again.

Search using DuckDuckGo! Enter a search term instead of an address into the address bar to search the web using DuckDuckGo

openWeb is free…"
openweb  free  browsers  ios  applications  dyslexia  browser 
september 2012 by robertogreco
Open Dyslexic - Dyslexia Fonts
"Open-Dyslexic is a new open sourced font created to increase readability for readers with dyslexia. The typefaces includes regular, bold, italic and bold-italic styles. It is being updated continually and improved based on input from dyslexic users. There are no restrictions on using OpenDyslexic outside of attribution.

Download the newest package, and additional dyslexia typefaces in the downloads section."

[It's here too: http://www.dafont.com/open-dyslexic.font ]

[Download page, with extensions for Safar and Chrome: http://dyslexicfonts.com/downloads.php ]

[iOS browser: http://itunes.apple.com/app/openweb-dyslexia-friendly/id519348697?mt=8 ]

[via: http://blog.instapaper.com/post/31834532875 ]
browsers  free  opensource  opendyslexic  webdesign  typography  accessibility  usability  dyslexia  fonts  browser  webdev 
september 2012 by robertogreco
An Introverted Boy Against An Army of Label Makers | A.T. | Cleveland
"I certainly still lie awake some nights worrying that I am in denial, that Simon has some gross deficiency not yet identified, and I am did him great a disservice. I worry constantly that I should limit his reading and solitary time and push him into sports and classes and social activities. But just when I am about to write that check for ice hockey classes I touch base with my instinctive sense of my son, this imaginative, overly verbose happy creature, and decide not to risk ironing out his uniqueness.  Until we can figure out more creative ways to educate and encourage introspective boys who are neither high achievers nor troublemakers—boys “in the middle,” like Simon–I will keep holding my ground, my breath and my tongue, and shoo away the well-intentioned label makers who cross our path."
males  boys  academics  introspection  nclb  productivity  howwelearn  unstructured  creativity  specialized  learningdisabilities  slowprocessing  add  dysgraphia  dyslexia  adhd  overdiagnosis  autism  schooliness  schools  learningdifferences  learning  parenting  education  teaching  introverts  susancain  2012  annetrubek  shrequest1  from delicious
february 2012 by robertogreco
The Art of Distraction - NYTimes.com
"Biological determinism is one of psychology’s ugliest evasions, removing the poetic human from any issue."

"As we as a society become desperate financially, and more regulated and conformist, our ideals of competence become more misleading and cruel, making people feel like losers. There might be more to our distractions than we realized we knew. We might need to be irresponsible. But to follow a distraction requires independence and disobedience; there will be anxiety in not completing something, in looking away, or in not looking where others prefer you to. This may be why most art is either collaborative — the cinema, pop, theater, opera — or is made by individual artists supporting one another in various forms of loose arrangement, where people might find the solidarity and backing they need."
anxiety  conformism  confomity  medication  medicine  ritalin  psychology  frustration  boredom  humiliation  diversity  human  labels  labeling  education  schools  attention  winners  losers  winnersandlosers  stigma  society  2012  hanifkureishi  dyslexia  adhd  learning  distraction 
february 2012 by robertogreco
The D Word Movie
[Update: looks like this became "The Big Picture: Rethinking Dyslexia" http://kpjrfilms.co/the-big-picture/ ]

"This film reveals that dyslexia is a neurological issue, not a character flaw. It explains that the struggle with the written word is not an indication of one’s ability to think, to create, or to solve problems – all valuable skills in the world outside the classroom. This film also reveals that some of our greatest leaders in Business, Law, Politics and Medicine are dyslexics who succeeded in spite of their learning challenges.

The film also shares some of the more practical - and occasionally humorous - tips on how to deal with dyslexia on a daily basis. Hopefully, this film will help dyslexics and their families realize that the challenges of early education will be behind them one day, and that the future can -and should - be brighter for dyslexics."
jamesredford  karenvlock  bennetshaywitz  sallyshaywitz  allisonschwartz  charlesschwab  dylanredford  bonniepatten  gavinnewsom  geralynlucas  skyelucas  shereecarter-galvan  tylerlucas  sebastiangalvan  richardbranson  davidboies  learning  documentaries  dyslexia  from delicious
february 2012 by robertogreco
The Upside of Dyslexia - NYTimes.com
"Given that dyslexia is universally referred to as a “learning disability,” the latter experiment is especially remarkable: in some situations, it turns out, those with dyslexia are actually the superior learners…

Whatever special abilities dyslexia may bestow, difficulty with reading still imposes a handicap. Glib talk about appreciating dyslexia as a “gift” is unhelpful at best and patronizing at worst. But identifying the distinctive aptitudes of those with dyslexia will permit us to understand this condition more completely, and perhaps orient their education in a direction that not only remediates weaknesses, but builds on strengths."

[Letters in response: http://www.nytimes.com/2012/02/13/opinion/the-reality-of-dyslexia-millions-struggle.html ]
learning  education  dyslexia  dyslexicadvantage  2012  from delicious
february 2012 by robertogreco
no2self.net » dyslexia, eBooks and typography
"So, if you’re an app developer and you fancy looking at this more, maybe we should have a chat? Better yet, if you actually know something about dyslexia and can put my armchair/googled understanding straight that would also be much appreciated.

In the meantime, there are things that can be done to test this further and craft something at home. In an hour or so over the weekend I’d managed to create Josh another book with a similar layout approach using Proboscis’ self-publishing system bookleteer.com, some text from Project Gutenberg, a font made from my own handwriting (made using Fontifier a few years ago) and some help from a certain Mr Kipling.

We can view the online version with an iPad or on a laptop, and after some quick folding I’ll be giving him the paper copy later today (PDF link – A3 format).

If he thinks there’s any discernible difference I think it’ll be worth pursuing further…"
typography  ebooks  self-publishing  typeface  learning  robannable  2012  reading  fonts  dyslexia  selfpublishing  from delicious
january 2012 by robertogreco
Dyslexia and Kindles | Drew Wagar: Author, Astronomer, Anachronism, Ashford.
"This got me to thinking – can I do something similar on the Kindle? A brief google indicated it was impossible to change fonts or underline things throughout without hacking the device -which I could do, but it would have all the usual warrantee problems, and I risked ‘bricking’ Mark’s Kindle which would certainly be an ‘Epic Fail’ – This is a shame. With very little extra R&D; Amazon (and the other ebook reader manufacturers) could make these devices increasingly more useful for folks with Dyslexia.

So I resorted to a lower tech solution. I had a bunch of old OHP (remember them?) printable slides in my drawer, so with rather of a lot of trial and error, managed to make an overlay for the Kindle and attach it with a bit of accurately placed sellotape. Beforehand Mark set it up with his favourite font and line spacing. It’s not a long term fix, more a prototype to see if the idea works – click on the first pic to see the results up close."
fonts  2011  drewagar  reading  kindle  dyslexia  from delicious
january 2012 by robertogreco
Would you like to try something different? « Re-educate Seattle
“Americans all think this way, they all think in disability…Native Americans have no term for disability, there is only a term for ability. It’s such an odd culture to be in where we spend so much time & resources talking about disability. It’s a negative focus. How about if we look at this differently: what if dyslexia is an advanced form of evolution?”"

"Harford: “I’m not saying we can’t solve complicated problems in a complicated world. We clearly can. But the way we solve them is with humility. To abandon the God complex & actually use a problem solving technique that works. We have a problem solving technique that works. . . . trial and error.”"

What’s the best way to educate kids? The search for the answer to this question only leads to more questions: Who are the kids? Where are they from? How old are they? What do they love to do? What is their home situation?…Human beings are complicated. There is no one mass answer to this question. There is only a mass of answers."
stevemiranda  education  learning  problemsolving  schools  schooldesign  dyslexia  unschooling  deschooling  whatwedon'tknow  humility  cv  godcomplex  fernetteeide  brockeide  dyslexicadvantage  2011  timharford  economics  onesizefitsall  tcsnmy  ability  from delicious
august 2011 by robertogreco
studiostudio, dyslexie lettertype, project dyslexia, dyslexie, lettertype dyslexie, project dyslexie: The font for people with dyslexia
"font…especially designed for people w/ dyslexia. When they use this, they make less errors when they are reading. It makes reading easier for them. It takes less effort.

The font Dyslexia is used by several schools, universities, speech therapists & remedial teachers. In an independent research of University of Twente has been proven that the font Dyslexia improves the reading results.

Research:

The study at University of Twente showed people w/ dyslexia made fewer reading errors when they use the dyslexia font instead of…standard font.

The people w/ dyslexia made fewer errors, than normal readers, on EMT w/ the font “Dyslexia”. This is an indication that reading with the font “Dyslexia” decreases the amount of reading errors.

This study was performed with 21 people with dyslexia. The text was at university level. The research was done by using standard lists w/ words of the EMT list & Klepel list."

[Video also here: https://www.youtube.com/watch?v=VLtYFcHx7ec ]
fonts  accessibility  dyslexia  readability  typography  typeface  toshare  via:cervus  from delicious
july 2011 by robertogreco
Yaacov Hecht - Wikipedia
"Yaacov Hecht born 1958 in Hadera…Israeli educator & worldwide pioneer of democratic education.

As a dyslexic youth, Hecht encountered many challenges in the public education system which led him to develop his strengths through sports & youth leadership. During his university studies, & following several years of experience in youth movements & visit to Summerhill School, Hecht created core group which in 1987 founded the Democratic School of Hadera…first alternative school in the world named a “Democratic School”…served as its principal for the first ten years…

Today the Institute for Democratic Education (IDE) also operates the Incubator for Entrepreneurship in Democratic Education, coordinates the regional program: “The City as a Democratic Learning System” in more than 20 residential areas; heads the Academic Department of Democratic Education at Hakibbutzim College in Tel Aviv, and supports the establishment of institutes for democratic education in several countries…"
yaacovhech  democraticschools  democraticeducation  learning  unschooling  deschooling  israel  ide  lcproject  tcsnmy  pedagogy  teaching  dyslexia  from delicious
june 2011 by robertogreco
Language Log » A doubtful benevolence: Mark Twain on spelling
"Mark Twain:

"As I have said before, I never had any large respect for good spelling. That is my feeling yet. Before the spelling book came with its arbitrary forms, men unconsciously revealed shades of their characters, and also added enlightening shades of expression to what they wrote by their spelling, and so it is possible that the spelling book has been a doubtful benevolence to us."

He leads up to this conclusion with a curious theory of orthographico-genetic determinism, illustrated from personal experience:

"The ability to spell is a natural gift. The person not born with it can never become perfect in it. I was always able to spell correctly. My wife, and her sister, Mrs. Crane, were always bad spellers. Once when Clara was a little chap, her mother was away from home for a few days, and Clara wrote her a small letter every day. When her mother returned, she praised Clara's letters. Then she said, "But in one of them, Clara, you spelled a word wrong.""
language  spelling  marktwain  english  genetics  humor  rewards  childhood  dyslexia  writing  intelligence  cv  from delicious
december 2010 by robertogreco
Eide Neurolearning Blog: Writing Problems of Visual Thinkers - Pictures vs. Words / Literal Films
"Quick Tips for Helping Visual Thinkers w/ Writing…

2. Elaborate - Recognize that what you frequently need to do is help w/ elaboration…

3. Audience - Remember your audience - what haven't you told them?…

4. Mindmap, then Sequence. Because visual thinkers may be in their story, they aren't thinking about a conventional introduction, middle, & end. Instead they may write like a web, relating characters and events, but not forming a logical narrative.

5. Visual Modes of Expression & Dialogue: Use visual modes of expression like film, drawing, & diagramming…

6. Be Patient: Young visual thinkers are classic late bloomers. Yes, there are ways to help, but it's also a good idea to understand big picture view of their growth & development"
dyslexia  disabilities  writing  tcsnmy  classideas  mindmaps  patience  cv  visualthinking  visualthinkers  disability  from delicious
december 2010 by robertogreco
Who says our way is the right way? « BuzzMachine
"As I sit on the board of Recording for the Blind & Dyslexic, I have been thinking about the different ways people learn. RFB&D gives students the tools to learn by listening. We call that a disability. I think it may soon be seen as an advantage.

A group of Danish academics say we are passing through the other side of what they wonderfully call the Gutenberg Parenthesis, leaving the structured, serial, permanent, authored, controlled era of text & returning, perhaps, to what came before the press: a time when communication and content cross, when process dominates product, when knowledge is distributed by people passing it around, when we remix it along the way, when we are more oral & aural.

That’s what makes me think that RFB&D’s clients may end up w/ a leg up. They understand better than the textually oriented among us how to learn through hearing. Rather than being seen as the people who need extra help, perhaps they will be in the position to give the rest of us help."
reading  education  technology  jeffjarvis  attention  literacy  gutenbergparenthesis  gutenberg  listening  learning  deschooling  unschooling  lcproject  dyslexia  blind  distraction  from delicious
december 2010 by robertogreco
Children of the Code Video
"Our premise is this: regardless of particular methods of instruction, the better educators and parents understand the challenges involved in learning to read the better they can help children through those challenges. Thus, the mission of the Children of the Code Project is to help educators, parents, and all who care for children develop a deeper first-person understanding of the challenges involved in learning to read."
dyslexia  learning  schools  education  reading  learningdisabilities  emotionaldanger  english  language  history  literacy  behavior  disability  brain  cognition  differentiation  neuroscience  specialed  teaching  disabilities  children  from delicious
november 2010 by robertogreco
Eide Neurolearning Blog: The Most Creative Brains are Slow
"...One study of 65 subjects suggests that creativity prefers to take a slower, more meandering path than intelligence. 'The brain appears to be an efficient superhighway that gets you from Point A to Point B” when it comes to intelligence, Dr. (Rex) Jung explained. “But in the regions of the brain related to creativity, there appears to be lots of little side roads with interesting detours, and meandering little byways.'"
creativity  slow  slowlearning  learning  cv  intelligence  adhd  dyslexia  teaching  schools  unschooling  deschooling  gifted  lcproject  tcsnmy  brain  neuroscience  from delicious
september 2010 by robertogreco
Dyslexia Software | Dyslexia Writing | Dyslexia Spelling
"Spelling is an integral part of the writing process. Confidence in spelling often has a profound effect on a writer's self-image. With Ghotit, you can write confidently, continuing to misspell as you always have, but with the confidence that Ghotit is there with you to review your writing and offer the right spelling text corrections.

Ghotit intelligent, context spell checker is the original spell checker developed by dyslexics for dyslexics"
spelling  learningdisabilities  education  dyslexia  disability  writing  technology  spellcheck  spellchecker  disabilities  from delicious
august 2010 by robertogreco
WNYC - Radiolab » Strangers in the Mirror [Bonus: Close talks about academic failure, Robert Rauschenberg, dyslexia, and empathy.]
"Oliver Sacks, the famous neuroscientist and author, can’t recognize faces. Neither can Chuck Close, the great artist known for his enormous paintings of … that’s right, faces.

Oliver and Chuck–both born with the condition known as Face Blindness–have spent their lives decoding who is saying hello to them. You can sit down with either man, talk to him for an hour, and if he sees you again just fifteen minutes later, he will have no idea who you are. (Unless you have a very squeaky voice or happen to be wearing the same odd purple hat.)

In this podcast, we listen in on a conversation Robert had with Chuck and Oliver at Hunter College in New York City as part of the World Science Festival. Chuck and Oliver tell Robert what it’s like to live with Face Blindness and describe two very different ways of coping with this condition, which may be more common than we think."

[See also: http://www.wired.com/wired/archive/14.11/blind_pr.html (via Luke Neff)]
psychology  perception  neuroscience  prosopagnosia  faceblindness  empathy  dyslexia  robertrauschenberg  education  vision  radiolab  faces  chuckclose  oliversacks  art  painting  science  interviews 
july 2010 by robertogreco
Eide Neurolearning Blog: Emotions and Humor in Learning and Memory
"Rote memory and auditory verbal memory are especially difficult for many children and adults with dyslexia, but tweaking subjects with humor or emotional content may suddenly turn an impossible-to-learn subject doable."
dyslexia  humor  teaching  learning  memory  tcsnmy  emotions  education 
july 2010 by robertogreco
Eide Neurolearning Blog: The Different Ways We Think: Conceptual Thinking and the Brain
"The reason we found this interesting, is because not uncommonly we see very different conceptual thinking and memory styles among the students. A common pattern among our gifted dyslexic students who are strong spatial thinkers (high spatial reasoning, love to build, hands-on learners) is their preference for autobiographical / personal memory. They have vivid memories for personal experiences, but may need many repetitions for dry information that is master by rote repetition...

Perhaps other group (the not-strong spatial thinkers, for want of a better term) are more likely to use the more conventional left prefrontal pathway - when they recall information or make predictions, it is less rooted in personal or autobiographical memory, but more abstracted like algorithms or rules. It's this pathway that may be more optimized for quick processing and retrieval, whereas the former, could be best for decision-making under uncertainty and be richer by its wider associations."
dyslexia  memory  thinking  experience  undertsanding  projectbasedlearning  conceptualthinking  handson  spatial  education  tcsnmy  lcproject  unschooling  deschooling  experientiallearning  retrieval  decisionmaking  uncertainty  problemsolving  criticalthinking  understanding  pbl 
july 2010 by robertogreco
Eide Neurolearning Blog: Why Math is Hard - Implications of Developmental fMRI Changes in Arithmetic
"many of these cognitive systems don't come on online until later in childhood, & sometimes not fully into early 20's. Some implications for educational programming are obvious—are some educational expectations developmentally appropriate? Are teachers sensitive to individual differences in neurodevelopment & can they modify educational expectations appropriately? ...developmental truth seems to be that brain processes important for math problem solving take time to develop:...

In our dyslexia clinic, these developmental factor often become huge issues. Though a student may be advanced in many areas, if automatization of tasks such as rote math fact retrieval or handwriting or weak, it may be enough to sink their boat and hold them back a whole grade. But if you follow these kids into high school, college, and beyond, you see their abilities just come online later - suddenly everything is easier and tasks that would have taken them hours to days, now can be done in 20 minutes."
dyslexia  tcsnmy  development  learning  gradelevels  timing  rote  traditionalschools  math  mathematics  cgimath  developmentallyappropriate  patience  differentiation  rotelearning 
july 2010 by robertogreco
PSCS Story Number 1: Andy Smallman [.pdf]
"A dozen years later, out of high school and having returned home from an adventure in Alaska, Andy realized what he needed to do: he was going to be an elementary school teacher. His childhood experience remains a vivid memory."
empathy  andysmallman  pscs  pugetsoundcommunityschool  teaching  learning  children  experience  tcsnmy  disabilities  education  dyslexia  culture  evergreenstatecollege  alternative  careers  cv  biography  lcproject  unschooling  deschooling  filetype:pdf  media:document  disability 
may 2010 by robertogreco
My iPhone has revolutionised my reading | Education | The Guardian
"So why I had found it easier to read from my iPhone? First, an ordinary page of text is split into about four pages. The spacing seems generous and because of this I don't get lost on the page. Second, the handset's brightness makes it easier to take in words. "Many dyslexics have problems with 'crowding', where they're distracted by the words surrounding the word they're trying to read," says John Stein, Professor of Neuroscience at Oxford University and chair of the Dyslexia Research Trust. "When reading text on a small phone, you're reducing the crowding effect.""
dyslexia  ebooks  ipad  iphone  literacy  technology  reading  mobile  books  tcsnmy 
april 2010 by robertogreco
Handbook of early literacy research - Google Books
Chapter 8: Connecting Early Language and Literacy to Later Reading (Dis)Abilities: Evidence, Theory, and Practice
reading  learning  learningdisabilities  dyslexia  teaching  schools  instruction  language  literacy 
march 2010 by robertogreco
Former Google Executive On Getting Organized : NPR
"In this era of information overload, the experience of being stressed, forgetful and overwhelmed means your mind is perfectly normal. Douglas Merrill, author of the new book Getting Organized in the Google Era, writes about his own struggle with dyslexia, and how that forced him to develop techniques for remembering information."
timemanagement  productivity  organization  books  infooverload  multitasking  singletasking  dyslexia  monotasking 
march 2010 by robertogreco
Eide Neurolearning Blog: Our Book Deal: The Dyslexic Advantage
"Viewed across a broader range of activities and over their entire lifespan, most dyslexic individuals not only cease to appear disabled, but they actually appear remarkably capable—even specially advantaged. This dyslexic advantage is clearly apparent in studies showing that dyslexic individuals are represented in at least twice their incidence in the population in such complex fields as engineering, astrophysics, art, computer graphics, and entrepreneurship. It's also apparent in the fact that dyslexic individuals often rank among the most eminent and creative persons in their professions. Findings like these do more than cast doubt on the simplistic equation "dyslexia equals disability"—they completely destroy it.

That's the exciting message of The Dyslexic Advantage: That dyslexia isn't just a learning disorder—that there's a remarkable, strength-producing aspect to dyslexic processing that's as central to what dyslexia is all about.""
dyslexia  advantage  learning  leasership  creativity  innovation  strengths 
february 2010 by robertogreco
Eide Neurolearning Blog: Visual Overload and Visual Crowding - When More Means Less
"Classroom and Test Accommodations: In the classroom, more attention should be paid to print size and spacing in daily classroom (worksheets, handouts) and testing materials (as many as 1 in 5 students are dyslexic), and print size and spacing should be considered when purchasing books for students.

Large print books and reader glasses may help some students, whereas font differences (serifs like Times New Roman or hand-written fonts like Papyrus or Comic Sans often preferred) may be more important for others. For students with narrow visual spans (see only few letters at a time), serifs or handwritten fonts may dramatically lessen the work of reading - with serifs or personalized font shapes - it is easier to perceive the overall shape of words, so that even if a reader only sees the first and last letters and general shape of the word, they can make an educated guess about what that word might be even though they are unable to see all the letters."
visualization  learning  fonts  reading  dyslexia  text 
december 2009 by robertogreco
Eide Neurolearning Blog: Visual and Dyslexic Thinking and Learning Styles and the Educational Controversies
"Another question we posed was 'do you use mind maps for mathematics?' and this also produced a very marked difference in response between the dyslexic and non-dyslexic students. NONE (my caps) of the non-dyslexic students used mind maps and many could not comprehend how they might be used for mathematics and asked if this was possible, whereas seven of the dyslexic students drew mind maps for themselves and made comments such as 'they are an invaluable part of my learning process', or 'they are essential for revision'."... "some 24% of dyslexic university students had chosen design schools while on the other hand avoiding further education or training that would require extensive essay writing...sought to examine whether any differences could be seen between dyslexics and non-dyslexics drawing pictures to represent conceptual terms. The dyslexic group were quicker at drawing pictures, had higher rates of using divergent symbols to represent opposing concepts"
learning  research  elearning  accessibility  dyslexia  learningstyles  drawing  design 
december 2009 by robertogreco
Eide Neurolearning Blog: Dyslexic NYTimes Best Selling Author of Political Thrillers, Vince Flynn
"...because you can’t actually write well, and you don’t do well on tests, the way you make up for things, and the way you get by and don’t get failed is you learn people skills. You learn how to suck up to your teacher. You learn how to verbalize in class, because you can’t write or read. And you learn ways around all the obstacles while the other kids just tend to go along with the conveyor belt. And the conveyor belt doesn’t work for us. You’ve got to find different ways to do things...."
learning  dyslexia  education  difference  writing  adaptation  social  testing  vinceflynn 
december 2009 by robertogreco
Dyslexia defined: New Yale study 'uncouples' reading and IQ over time
"Contrary to popular belief, some very smart, accomplished people cannot read well. This unexpected difficulty in reading in relation to intelligence, education and professional status is called dyslexia, and researchers at Yale School of Medicine and University of California Davis, have presented new data that explain how otherwise bright and intelligent people struggle to read.

The study, which will be published in the January 1, 2010 issue of the journal Psychological Science, provides a validated definition of dyslexia. "For the first time, we've found empirical evidence that shows the relationship between IQ and reading over time differs for typical compared to dyslexic readers," said Sally E. Shaywitz, M.D., the Audrey G. Ratner Professor in Learning Development at Yale School of Medicine's Department of Pediatrics, and co-director of the newly formed Yale Center for Dyslexia and Creativity."
dyslexia  iq  intelligence  reading  development  science  learning  education  shrequest1 
december 2009 by robertogreco
The Caracas Speech by Roberto Bolaño - Triple Canopy - The first complete English translation of the Chilean novelist's 1999 speech accepting the Rómulo Gallegos Prize.
"What’s true is that I am Chilean, and I am also a lot of other things. And having arrived at this point, I must abandon Jarry and Bolivar and try to remember the writer who said that the homeland of a writer is his tongue."
latinamerica  translation  speech  literature  robertobolaño  identity  dyslexia  venezuela  chile  colombia  cervantes  books 
july 2008 by robertogreco
The Moment The Post-Materialist | Design Gets Serious « - T Magazine - New York Times Blog
"what could possibly be good about Comic Sans...irregular forms made it one of the easiest typefaces for dyslexics to read...also liked how it undermined the authority — and changed the meaning — of texts set in it."
design  postmaterialism  graphics  typography  comicsans  momus  fonts  dyslexia  culture  typeface 
july 2008 by robertogreco
Dyslexia has a language barrier | Research | EducationGuardian.co.uk
"New research by US and Chinese scientists challenges our interpretation of how it is possible to be dyslexic in one language but not another. It shows that readers of Chinese use a different part of their brains to readers of English."
language  education  dyslexia  learning  china  japan  asia  english  brain 
march 2008 by robertogreco
Tracing Business Acumen to Dyslexia - New York Times
"report found 35% of entrepreneurs surveyed identified themselves as dyslexic...also dyslexics more likely than nondyslexics to delegate authority, excel in oral communication & problem solving, 2X as likely to own 2 or more businesses"
business  dyslexia  entrepreneurship 
december 2007 by robertogreco
Simon Garfield investigates the symptoms, treatment and prognosis of dyslexia | Magazine | The Observer
"More than 100 years after 'word blindness' was first discovered, thousands of children with great potential are still marginalised by an education system unable to cope with a common but silent disorder. Simon Garfield investigates the symptoms, treatmen
reading  learning  brain  cognition  dyslexia  children  psychology  education  history 
january 2007 by robertogreco

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