Academic Quarterly

“Anyone who has never made a mistake has never tried anything new” (Thorpe, 2000, p. 149). I tell my students that there is no learning without mistakes and that each time they share their mistakes with the class they support me in teaching. There are two main reasons for highlighting errors. First, we can avoid mistakes in the future by understanding why and where they arise. This is the essence of learning and teaching. And second, we can reduce the shame associated with making mistakes.

Since dyslexia lies on a continuum of severity, determining whether a student is truly dyslexic is not an exact science. In this issue of the Reading Expert we will discuss early screening for students who may be at risk for reading difficulties or dyslexia and evaluating a child for a diagnosis of dyslexia.