ABOUT US

We are united in our dedication to raise awareness, advocacy and support to dyslexic people.

WHO WE ARE

Did you ever sit in a class with that mate who couldn’t write their own name? Did you ever teach a child whose performance was so abysmal you wondered if they even understood a thing you taught? Do you have a child who is a low performer in academic work?Are you wondering what is wrong with such a child but have never found the answers? Have you already concluded that the child is lazy, dumb, good for nothing, or that he/she can never amount to anything? Do you know about Dyslexia?

Dyslexia as defined by the International Dyslexia Association, “a specific learning disability that is neurobiological in origin. It is characterised 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 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.”

OUR ORGANIZATION

Africa Dyslexia Organisation (ADO)

It is estimated that about 15% to 20% of any population maybe dyslexics. In addition, most of the people with dyslexia in Africa are not aware of it because little is known about dyslexia and both adults and children who may be dyslexics are struggling in silence.

According to statistics, 1 in 5  are likely to have dyslexia which means that teachers are much more likely to identify students with the disorder.

ADO is a non-profit organisation that focuses its efforts on providing help for dyslexic people by raising awareness on dyslexia, providing educational tools, framework and support to dyslexic people.

Africa Dyslexia Organisation focuses its work on sustainable development goal 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and goal 10 “Reducing inequalities and ensuring no one is left behind”

Our ultimate goal is to champion awareness, advocacy on dyslexia so the majority of Africa’s population of education policymakers, teachers, school owners and parents are informed and know about dyslexia and support available to give assistance to dyslexic people.

Our Vission

To build a world-class organisation dedicated to helping dyslexic people and those with specific learning differences across the continent of Africa.

Our Mission

To empower dyslexics and others with reading differences to become productive citizens whilst avoiding their marginalisation in formal education and in the labour market.

OUR AMAZING PARTNERS

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.