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Reading Horizons Hosting Online Dyslexia Summit

PRP-ISTE Reading Horizons Hosting Online Dyslexia SummitReading Horizons Hosting Online Dyslexia Summit October 12th

readinghorizons-dyslexiaawareness-top Reading Horizons Hosting Online Dyslexia SummitAccording to the Dyslexia Center of Utah 70-80% of people with poor reading skills are likely dyslexic. Dyslexia is the most common of the language based learning disabilities and it doesn’t discriminate. 80% of children on an IEP have reading difficulty and of those 85% of them are dyslexic. 62% of non-readers drop out by the time they reach high school.

Those are all eye opening statistics. That’s why October is designated as Dyslexia Awareness Month. In celebration of National Dyslexia Awareness Month, Reading Horizons is hosting a free Online Dyslexia Summit.

Throughout the day, Reading Horizons will host experts on Dyslexia through three interactive online presentations. Viewers will be able to participate in online q&a sessions with Dr. Richard Selznick, Ph.D; Eric Price, M.Ed; Shantell Berrett, MA; and Donell Pons, M.Ed, MAT, SPED.

Shantell Berrett and Donell Pons will present a live question and answer session at 2:00pm EDT. Berrett is the dyslexia specialist at Reading Horizons. Pons is a reading specialist and dyslexia specialist based in Salt Lake City, Utah.

Eric Price will present “Don’t Stop The Learning: Assistive Technology in the Classroom” at 4:00pm EDT. Price, a struggling reader himself was able to go onto finish college and grad school before becoming a teacher and an administrator. He is currently a middle school teacher in Utah. His presentation will talk about education technology used in the classroom to provide dyslexic students with help.

Dr. Selznick, the author of “The Shutdown Learner: Helping Your Academically Discouraged Child”, “School Struggles: A Guide To Your Shut-Down Learner’s Success” and “Dyslexia Screening: Essential Concepts for Schools & Parents”, will present “Essentials for Supporting a Child with Dyslexia” at 6pm EDT.

This free day of online presentations and q&a is ideal for reading specialists, English teachers and even parents of students diagnosed with dyslexia. All three presentations will take a look at the struggles students face and things teachers can do to help those students.

At the end of the summit a certificate of completion will be created for educators that attend. These certificates can be used for professional development credit.

For more information and to register visit readinghorizons.com/webcast


HTML5-720 Reading Horizons Hosting Online Dyslexia Summit

  • I had written many articles in the internet and made many comments in blogs and posts like this in 2010 that:
    1. It is not phonological awareness deficit awareness deficit that is the cause of dyslexia.
    2. Most of the kids who are classified as dyslexic are wrongly classified as dyslexics.

    Only 2 of the professors I had written to responded (I am grateful to them) and disagreed with me.The rest did not even bother to respond.

    Subsequently sometime in late 2015 research reports surfaced saying that phonological awareness deficit is not the cause of dyslexia.

    As such point number one above is resolved.

    I hope point number two will be studied carefully and responded to.Don’t forget I have been harping on this since 2010.

    A majority of kids who are classified as dyslexics are kids who have disengaged from learning to read because of confusion.

    These kids are confused because:
    1. They are taught letter sounds wrongly.
    2. Teachers do not let the kids predisposed to shutting down that alphabets have more than one sound in English.

    Read my post on 1 above at:


    I have written extensively on these matters in my blog at: http://www.dyslexiafriend.com
    Wish you well.

  • You may read my posts in the internet on the 2 matters I mentioned by Googling for:
    Phonological awareness Luqman
    Dyslexia Luqman and looks for articles and posts in 2010.

    You may also read an article in Reading Horizon at:

  • Davis G.

    “The human brain did not evolve to read—literacy has been commonplace only in the last two centuries—so the brain must repurpose regions that evolved for very different ends. And the evolutionary newness of reading may leave the brain without a backup plan. “Reading is so demanding that there’s not a successful alternative pathway that works as well,” says Gabrieli. It’s like using a stapler to pound a nail—the stapler can get the job done, but it takes a lot of extra effort.”-John Gabrieli…

    But there is a backup plan which is the iPhone, iPad, and iPod. Our children are being academically measured by how well the read and write, not by how well they gain knowledge and are able to express the knowledge they have gained. Why not create Equitable pathways to a new foundation for education?

    The use of our 1st language which is listening and talking to each other, whether it’s through a device or not it is the 1st way we all learn. Now, that technology can be sped up to match the processing capacity of our brains. Why don’t we use it in education for all? As Matthew Schneps states below our current method is flawed and the results show it.

    Literacyprojectfoundation.org states,50% of adults cannot read a book written at an eighth-grade level, Over one million children drop out of school each year, costing the nation over $240 billion in lost earnings, forgone tax revenues, and expenditures for social services…. If the individual wants to read but lacks the skill why not let them use text to speech (TTS) and express what they learn with speech to text (STT)? Instead, we as a nation watch them sink to emotional levels where few return.

    “Unfortunately, the system of reading we inherited from the ancient scribes —the method of reading you are most likely using right now — has been fundamentally shaped by engineering constraints that were relevant in centuries past, but no longer appropriate in our information age. When books were scarce, and few people could read, the fact that some inherent flaw in the design of reading may have hindered reading was not much of a concern.”-Matthew Schneps

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