Your Child Isn’t Lazy ,They Need Support! It’s a scene that plays out in homes and classrooms Africa: a child struggles with schoolwork, shows little interest in reading or writing, and seems distracted or disengaged. Frustrated parents and teachers might assume the worst: “They’re just being lazy.” But the reality is often far from laziness. […]
Your Child Isn’t Lazy ,They Need Support! Read More »
The belief that every child can learn forms the cornerstone of inclusive education. This principle does not imply that all children will learn in the same way or at the same pace. Instead, it recognizes the diverse learning needs, abilities, and potentials of each child, advocating for tailored educational strategies that unlock individual strengths. This
Every Child Can Learn: Embracing Diversity in Education Read More »
Education, the bedrock of a nation’s growth and progress, plays a critical role in shaping the socio-economic and technological landscape of a country. This holds especially true for a developing nation like Ghana, with its enormous reservoir of young, dynamic minds eager to learn and contribute. Our education system forms the cornerstone of our collective
Globally, the discourse on learning disorders is gaining traction. The issues of learning disorders have become increasingly worrying because it has become widespread amongst children and adults alike in our society but little is still known about learning difficulties in Africa. Researchers have reported that more than a tenth of the global population have learning
Could Your Child Be Having Dyslexia? Read More »
In Africa, a greater percentage of the populace believe that dyslexia is not real and it is just a coined term used to refer to individuals, specifically children who are lazy in academics. We also have majority of people being ignorant of what dyslexia itself is all about. Despite only a fairly recent move to eminence
Dyslexia Is Not a Myth Read More »
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
Thank you for stopping by to read this, what I am sharing with you is very personal and dear to my heart. It took me a long time but when I was 30, I discovered something that changed my life forever. I will share my story and my discovery here with you today and hopefully,
What every parent needs to know about Dyslexia Read More »
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.
