Education Week Teacher: Research shows there are many unidentified & quietly struggling dyslexic students

The STEP team read an article this week that struck a chord with everything they do - help students to achieve their full potential.

Education Week Teacher reports:

"Unidentified dyslexia is more common than one might think. The prevalence numbers vary, but research tells us that there are too many unidentified and quietly struggling dyslexic students in our K-12 classrooms and schools. The National Institutes of Health estimates that between 6% and 17% of school-age children have some form of dyslexia, although not all of those students may have been identified by their schools. Some unidentified students may present as lazy, disruptive, or lacking in academic potential, while others manage to deploy enough energy and intellectual ability to hide their difficulties and pass along with their disability undetected. However, without effective support, neither group of students can achieve their full potential."

The underlying study summary makes a lot of sense - Dyslexic brains do not tend to adapt to change in lots of areas of the brain.

Our mentors currently supporting children in schools around the globe with STEP physical literacy exercises are encouraging those neural connections to develop and consequently training the brain to adapt to new experiences over and over - for two years!

Even though STEP is available to whole classrooms, we can play big role in the dyslexic child's world. If you are a school interested in how we can support you in class, please click on the contact buttons at the top of this page.

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