Dyslexia Testing and Tutoring News has just revealed that children with Dyslexia or Dysgraphia based learning difficulties that undergo intensive daily tutoring or training for a limited period can cope better compared to those who go through traditional or standard teaching offered by schools.
At Focused Education we are at the forefront of research and have developed programs and innovations to help children and families affected by learning difficulties such as Dyslexia. We use the latest educational and scientific research to monitor and improve our Dyslexia testing and tutoring program. We value our staff and professionally develop them to achieve the best possible outcome for every child displaying Dyslexic symptoms.
The RAFT Study
The three-year research study called the RAFT or Reading and Fluency Training Based on Phonemic Awareness study is a new research –based programme from the University of Gothenburg funded by the Swedish Research Council and the Bank of Sweden Tercentenary Foundation. Over 100 nine-year-olds were tested individually out of 2,200 children screened for Dyslexia. This group was considered a high-risk group for Dyslexia. They were divided into classes. One class went through standard teaching or in this case traditional remedial tuition. The other half went through intensive daily tutoring, 40 minutes a day for 12 weeks. Those in the intensive daily training were handled by specially trained educationalists from the University of Gothenburg. The Dyslexic children were also given some time for creativity, play and curiosity within the training period.
Phonemic Building Blocks
According to Ulrika Wolff, the senior lecturer at the University of Gothenburg’s Department of Education and Special Education, and the researcher behind the study, most researchers agree that the underlying problem is a limited phonological ability – in other words, limited awareness of the sounds that make up spoken words. The intensive daily training focused on understanding the alphabetical code. Children practised linking phonemes and graphemes (sounds and letters) and phonetic awareness. They were guided in reading aloud and reading in general, which served to strengthen reading fluency and reading speed. In the end, these Dyslexic children did better in all of the areas tested including word decoding, spelling, reading speed and reading comprehension compared to those who went through traditional remedial tuition offered by schools.
The Stepping Stone to Progress
In Conclusion, Wolff stressed that structured and individual teaching led to significant progress for children with Dyslexia, Dysgraphia or other learning difficulties. Reading and writing difficulties often lead to low self-esteem and poor self-confidence, which can make learning to read even more difficult for children. It’s important to take effective action as early as possible to break this vicious circle. At Focused Education we understand that helping a child with a learning difficulty involves developing their sense of well-being as well as academic skills. Today, around 5% of school children in Sweden have problems learning to read and write on account of difficulties with word decoding. However, with this first of its kind research study in Sweden hope has come and the solution is available – intensive daily training through structured learning.
At Focused Education we only use well documented, researched approaches to test, assess and tutor children with learning difficulties such as Dyslexia. The RAFT study provides us with a great opportunity to further our own research. We provide intensive support using specialist teachers, occupational therapists and speech pathologists to assist your child.
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