Ally Lewis
@allylewis.bsky.social
Advocate for children struggling to read and spell. Co-founder of Dyslexia Awareness NI. Member of the RRF.
Teaching Assistant, former paediatric nurse.
Living in beautiful Northern Ireland.
Teaching Assistant, former paediatric nurse.
Living in beautiful Northern Ireland.
Reposted by Ally Lewis
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December 4, 2024 at 8:51 PM
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So parents will probably end up spending more time explicitly teaching their children to read at home, have less time to play and enjoy being a parent, whilst their child gets ‘enabled’ at school🤯
December 12, 2024 at 7:51 AM
So parents will probably end up spending more time explicitly teaching their children to read at home, have less time to play and enjoy being a parent, whilst their child gets ‘enabled’ at school🤯
An extra e to the 3 ‘enablers’
- explicit instruction
- explicit instruction
December 7, 2024 at 8:08 PM
An extra e to the 3 ‘enablers’
- explicit instruction
- explicit instruction
With dyslexia, we are dealing with theories,
phonological,magnocellular etc etc. For me, it no longer matters, as soon as a child struggles to learn to read/spell put the support in. Dyslexia is made to sound so complicated teachers become scared to intervene.
phonological,magnocellular etc etc. For me, it no longer matters, as soon as a child struggles to learn to read/spell put the support in. Dyslexia is made to sound so complicated teachers become scared to intervene.
December 7, 2024 at 1:20 PM
With dyslexia, we are dealing with theories,
phonological,magnocellular etc etc. For me, it no longer matters, as soon as a child struggles to learn to read/spell put the support in. Dyslexia is made to sound so complicated teachers become scared to intervene.
phonological,magnocellular etc etc. For me, it no longer matters, as soon as a child struggles to learn to read/spell put the support in. Dyslexia is made to sound so complicated teachers become scared to intervene.