20–22 October 2027 | Accra, Ghana
Join educators, school leaders, researchers, policymakers, specialists, families and advocates for a focused conference connecting evidence and lived experience with practical approaches that strengthen teaching, early identification and learner support.
Across Africa, improving foundational literacy and numeracy remains an urgent education priority. Yet some learners continue to experience difficulties that are not immediately visible or well understood. Dyslexia, dyscalculia and related learning differences can affect how learners acquire and demonstrate essential skills. Language, instructional approaches, emotional well-being and other factors also shape the learning experience.
The Africa Dyslexia Conference 2027 will move the conversation from awareness to action. By bringing together research, professional expertise, African experience and lived experience, the conference will explore practical approaches that educators, families, institutions and education systems can use to respond more effectively to learners.
What may be preventing a learner from progressing?
What should educators, families and systems look for?
What evidence-informed strategies and interventions can make a difference?
How can effective approaches become part of everyday classroom, school and system practice?
Teachers and teaching assistants; school leaders and teacher educators; education officials and policymakers; psychologists, learning-support and allied professionals; researchers and universities; parents and caregivers; young people and adults with learning differences; advocates, EdTech organisations and development partners.
Present the eight official strands from Section C as individual clickable cards with short descriptions and programme filters.
Expert keynotes, interactive masterclasses, practical workshops, policy and leadership dialogues, research exchange, lived-experience conversations, assistive technology demonstrations and networking.
Display only approved and consented speaker photographs, names, organisations, countries and session links. Until confirmed: “Speaker announcements are coming soon.”
Display the four proposed ticket cards, with approved prices only when released. Explain eligibility and what is included.
Support practical professional learning and connect with an intentionally focused cross-sector audience.
Use verified highlights, approved photographs and the actual conference film. Do not invent attendance or impact figures.
Plan your journey to Accra, explore accommodation options and review practical conference information.
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
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.
