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Dyslexia does not resolve over time.  Longitudinal studies indicate that dyslexia is a persistent, chronic condition; it does not represent a transient "developmental lag.”    The  image on the left shows the  trajectory of reading skills over time in good and poor readers. The vertical axis on the left is the reading achievement score

Dyslexia reflects a very specific difficulty with reading and has nothing to do with intelligence. In fact, understanding ideas and concepts are often at a very high level in dyslexia as are other higher-level reasoning skills. Dyslexia is a localized problem, one involving the sounds, and not the meaning, of spoken language. Consideration of the differences between spoken and written language provides a helpful understanding of why some bright children struggle to read.

In dyslexic readers, converging evidence from many laboratories around the world has demonstrated “a neural signature for dyslexia,” that is, a disruption of the two neural systems in the back of the brain observed during reading (shown in the image below).

don’t use it as a source in research

as much about passion as it is about reason

Should good teaching be entertaining? You bet!

listening, questioning, being responsive, and remembering that each student and class is different.

1. You can schedule your schooling for when you have time to handle the work. If you have a full time job - or responsibilities that don't allow you to participate in an educational setting during regular working hours - signing up for online education through an accredited online university like American InterContinental University will allow you to schedule your classes, homework and projects for when you have the time to dedicate to your schooling.

. In fact we encourage that kind of exploration. It is how children explore and gain information about the world around them.

Can you share some of what you learned about student-directed learning

What we are essentially doing when we move to student-directed learning is undermining our own relatively stable (though I would argue obsolete) notions of expertise and replacing them something new and different.

The vast majority of the world's books, music, films, television and art, you will never see. It's just numbers. Consider books alone. Let's say you read two a week, and sometimes you take on a long one that takes you a whole week. That's quite a brisk pace for the average person. That lets you finish, let's say, 100 books a year. If we assume you start now, and you're 15, and you are willing to continue at this pace until you're 80. That's 6,500 books, which really sounds like a lot. Let's do you another favor: Let's further assume you limit yourself to books from the last, say, 250 years. Nothing before 1761. This cuts out giant, enormous swaths of literature, of course, but we'll assume you're willing to write off thousands of years of writing in an effort to be reasonably well-read. Of course, by the time you're 80, there will be 65 more years of new books, so by then, you're dealing with 315 years of books, which allows you to read about 20 books from each year. You'll have to break down your 20 books each year between fiction and nonfiction – you have to cover history, philosophy, essays, diaries, science, religion, science fiction, westerns, political theory ... I hope you weren't planning to go out very much. You can hit the highlights, and you can specialize enough to become knowledgeable in some things, but most of what's out there, you'll have to ignore. (Don't forget books not written in English! Don't forget to learn all the other languages!)