شكرا

شكرا

شكرا

مميز

شكرا

رائع

good

thks

Good

good

شكرا

Good

شكرا

رائع

🤙🏻

Good

Good

جيد

ok

تم

Ok

.

Excellent course, I was captivated from start to finish. One weak point, however, presented in week 5, 12a-b. It's stated that language classes should be avoided for dyslexic students but lacks evidence of this reasoning (I deduced that because the course would be difficult, the student would be discouraged). However, many bi and multilingual people have dyslexia and are excellent communicators in their spoken languages. It might be better to phrase this portion as something like: "American language classes focus so heavily on syntax and translation, that the overwhelmingly beneficial elements of foreign language learning, including increased synapses in the brain, a delay in cognitive decline, increases in memory, increased capacity for creative thinking, and increased phonemic awareness, are not often reaped in a typical middle to high school American foreign language course." Likewise, if dyslexia presents equally in all the population, a statement that encourages avoiding foreign language courses may imply a blindspot in the student population, as increasing numbers of children grow up in multilingual settings in the US. I would prefer that the course addresses foreign language classes as a fault of the course design, rather than single out an invaluable and beneficial subject, without a presentation of evidence, as something that "should be substituted with a class on culture or history." This is the only part of the course that I felt was inadequate and misrepresented. Otherwise, I loved the resources and pacing.

An excellent course that is a must for any individual with dyslexia but also any parent of a dyslexic or potentially dyslexic child. It is essential viewing for any educator in the United States today, as so many problems with meeting the needs of students with dyslexia are stymied by educators (teachers, principals, board of education members, superintendents, curriculum specialists, reading and writing interventionists, counselors, school psychologists) who lack training, who have been mistrained, or who have out-of-date training, or who otherwise hold unscientific and false ideas about dyslexia. The only major shortcoming in the course is that it does not give any advice for dealing with K-12 school districts that refuse to identify or serve students with dyslexia, a common problem.

This covered EXACTLY the type of information I was looking for. Namely, why and how someone can be so intelligent, achieve high grades in school, yet be diagnosed with dyslexia. This was so enlightening and will help me to communicate and advocate for people who need accommodations to level the ground, and improve their mental health. Thank you Dr Shaywitz. Thank you for all the work you've done in the field, and for making the information accessible to those who need it.