30/03/2024
Goal complete! 100km in March for the Equal Write to Read Virtual Run.
01/03/2024
Off and running (or rather walking) for Code REaD Dyslexia Network Equal Write to Read Virtual Run.
Dyslexia fact: People with dyslexia are often more creative. Dyslexia is not related to low intelligence.
03/02/2024
Happy New Year all. Looking forward to a great 2024. I am starting with a challenge. I will be doing a combination on swimming and walking and aiming for 100km in March. I would love it if you would join me for this very important cause. The whole family can do it! As a Dyslexic myself and a tutor of many children with difficulties in reading and writing, I understand how important this research and awareness is.
26/01/2024
Kids can join in too.
The Virtual Run / walk/ swim / cycle can accommodate many age groups and fitness levels. We have received heartwarming messages in previous years from families who participated together. Feel free to share your stories of participation in the comments and maybe put a poster up at school or work.
To register click: https://events.humanitix.com/equal-write-to-read-virtual-run-2024
https://codereadnetwork.org/get-involved/equal-write-to-read-virtual-run-back-in-march-2024/
Everyone registered receives a medal!!!
06/03/2023
𝗔𝗨𝗦𝗣𝗘𝗟𝗗 𝗽𝗿𝗼𝘃𝗶𝗱𝗲𝘀 𝘁𝗵𝗲 𝗳𝗼𝗹𝗹𝗼𝘄𝗶𝗻𝗴 𝗶𝗻𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻 𝗼𝗻 𝗗𝘆𝘀𝗴𝗿𝗮𝗽𝗵𝗶𝗮:
Dysgraphia is a specific learning disability that often remains undiagnosed. It is a persistent difficulty with written expression, handwriting and/or spelling that may occur in isolation but, more often, occurs in conjunction with dyslexia.
Dysgraphia can be defined as:
… a specific learning disability that is neurological in origin. It is characterised by difficulties with accurate and/or fluent written expression and by poor spelling and handwriting skills. These ongoing delays in writing are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
It is commonly recognised that dysgraphia can be separated into two subtypes: Motor-based dysgraphia and Language-based dysgraphia. Both subtypes of dysgraphia are likely to have a detrimental impact on the writing process and both will result in the child facing a number of writing challenges.
Motor-based dysgraphia can be viewed as difficulties with the mechanical aspects of writing. Often children with this type of dysgraphia are able to structure and sequence their ideas effectively, but struggle with the manual aspects of handwriting. This results in writing becoming a tiring, laborious and sometimes painful process for the student.
Language-based dysgraphia is more consistent with delays in processing and sequencing ideas in writing. The content of the writing is well below the level expected, despite children being able to present their ideas clearly and concisely orally. There may be no difficulty in the handwriting aspect of writing in a child with Language-based dysgraphia.
Students with dysgraphia often have to work much harder and longer to produce written work to the same standard as an individual with typically developing writing skills.
For further information and more details about the characteristics throughout the school years please visit the ULD for Parents site:
http://uldforparents.com/contents/what-do-we-know-about-types-of-learning-disabilities/dysgraphia
You can still register as a team or individual.
https://www.eventbrite.com.au/e/virtual-run-equal-write-to-read-dyslexia-awareness-march-2023-registration-479605993437
Go to our website for more information
https://codereadnetwork.org/
06/03/2023
Virtual Run - Equal Write to Read - Dyslexia Awareness March 2023
Walk, Run, Swim or Ride during the month of March 2023 to support Code Read Dyslexia Network in raising awareness for Dyslexia.
05/03/2023
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the phonological (sound system) component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in the awareness of individual sounds in a word (ability to identify and manipulate separate sounds within words), verbal memory, and verbal processing speed.
Dyslexia occurs across a range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration, and personal organisation, but these are not, by themselves, markers of dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.
This is a working definition of dyslexia provided by Sir Jim Rose in 2009. This definition is now used by many major dyslexia organisations worldwide (Pavey et al., 2013).
You can still register as a team or individual.
https://www.eventbrite.com.au/e/virtual-run-equal-write-to-read-dyslexia-awareness-march-2023-registration-479605993437
05/03/2023
Does your child need help with Maths? Pod of Multisensory Learning is now offering Multisensory Maths lessons.
15/04/2024
06/03/2023
06/03/2023
05/03/2023