Gray: Mechanics of educational dyslexia

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This reference is used to annotate "I would never send my kids to school" (2017) by Piotr Wozniak

Dr Peter Gray was struck by the claims of Danny Greenberg that Sudbury Valley School has known no dyslexia (in its 52 years history). He decided to collect evidence on the impact of coercion and social pressure on how children learn to read. He found a great deal of evidence that dyslexics can thrive in conditions of freedom. Gray believes that the pressures of schooling provide a breeding ground for educational dyslexia. Kids with specific passions and interests may learn to read later, if their passions do not involve a great deal of reading. The same passion may stand in the way of rigorous instruction and lead to quite a degree of distress (see: Trading genius for Asperger).

In search for the cause of dyslexia, neuroscientists study imbalances in the brain, changes in the brain tissue, distribution of gray matter, genes, family history, etc. Instead of finding the cause, they might be researching the effect. Gray suggest we take a closer look at coercion in learning. Perhaps the solution to reading difficulties is right within the hand's reach.

When my colleague David Chanoff and I conducted our initial study of the graduates of the Sudbury Valley School (where there is no curriculum and students follow their own interests), two of the graduates told us that they had come to the school at age 15 unable to read, with a diagnosis of dyslexia. Both told us, independently, that they learned to read within a few months of being at the school


Quoted excerpts come from the following reference:

Title: How Dyslexic Kids Learn to Read When Removed From School

Author: Peter Gray

Backlink: Educational dyslexia

Link: How Dyslexic Kids Learn to Read When Removed From School