If you have watched our video "Dyslexia, Reading, and Remediation" you will have heard us talk about the Fast Route and Slow Route reading systems. These terms relate to the two or dual routes of the Dual Route Cascaded Model extensively researched by Max Coltheart PhD of Australia.
Reading about this is interesting, but experiencing it is quite another. Try read this word... deos
Your Slow Route will kick in and phonologically decode it as 'dee - os'.
But let's access this self same word through our Fast Route reading system, where it is no longer isolated, but placed in contextual and syntactical accurate context. Just start reading and you will find you can (and will find our word after the phrase "the human mind").
I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe.
To reinforce the need for grammatically appropriate language usage, try read the following.
lterets wrod mttaer waht oderr dseno't the in in a are it
Now read the same sentence in its proper syntax organization.
it dseno't mttaer in waht oderr the lterets in a wrod are
Fluent reading, with high levels of automaticity, requires accurate knowledge of a word's orthography, pronunciation, semantics, contextual role, and syntactical usage.
The scientific reality of this reality has been extensively researched and demonstrated by Dr. Coltheart. His article "Modelling Reading: The Dual-Route Approach" forms the opening article in the excellent publication The Science of Reading: A Handbook, edited by Margaret J. Snowling and Charles Hulme and published by Blackwell Publishing Ltd. ISBN 978-1405114882. See also the Amazon link below.
This is just one example of how Dynaread uses current scientific understanding to help children succeed.
Watch a 10 min video explaining very clearly what Dyslexia is, and how it affects your child.
I just wanted to let you know that Aiden is loving the Dynaread program and enthusiastically works at it two times a day. He is proud of his progress and finds the topics interesting. We are currently using it exclusively as his language program and supplementing it with additional cursive work using the readers as the written text.