Volume 7, Issue 1
In this fast-paced world, it can be difficult to keep up with the latest news and research from so many different sources. What’s true? What’s not? Who is reliable? Who is just trying to sell the latest fad? In an effort to keep you in the loop, we have provided a few of our favorite links below. This issue’s links have a dual focus—the hazards of pseudoscience and the insights gleaned from babies’ brains.
- What do babies’ brains tell us about a risk for dyslexia?
Infant Brain Responses Predict Reading Speed in Secondary School
A study conducted at the Department of Psychology at the University of Jyvä skylä, Finland and Jyväskylä Centre for Interdisciplinary Brain Research (CIBR) has found that the brain responses of infants with an inherited risk for dyslexia, a specific reading disability, predict their future reading speed in secondary school.
Babies’ Brain Responses Predict Dyslexic Reading Skills in School
MedicalResearch.com interview with Kaisa Lohvansuu, PhD: “Developmental dyslexia, a specific reading disability, has a strong genetic basis: The risk of having developmental dyslexia at school age is eight times higher than usual if either of the parents has reading difficulty. It has been known that dyslexia and also family risk for dyslexia are strongly associated with a speech perception deficit, but the underlying mechanism of how the impaired speech processing leads to reading difficulties has been unclear.”
- How to Counter the Circus of Pseudoscience
There “is a cognitive bias known in psychology as the Dunning-Kruger Effect. In short, the less you know, the less able you are to recognize how little you know, so the less likely you are to recognize your errors and shortcomings. For the highly skilled, like trained scientists, the opposite is true: The more you know, the more likely you are to see how little you know. This is truly a cognitive bias for our time.”
- Be Inspired
Each year, the International Dyslexia Association (IDA) acknowledges the achievements of leading researchers and practitioners in the dyslexia field, as well as those of individuals with dyslexia who exhibit leadership and serve as role models in their communities. These award recipients have done so much to advance the mission of helping all those who struggle to read.
- Teachers Who Are Better Prepared Help Students Reach Full Potential
Arcadia University’s M.Ed. Reading Specialist Program received accreditation from the International Dyslexia Association (IDA) and its affiliate, the Center for Effective Reading Instruction (CERI), for having met the standards outlined in IDA’s Knowledge and Practice Standards for Teachers of Reading.
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