About Dyslexia

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Thank You

Having teachers and staff that actually cared about me and challenged me to set and achieve goals made all the difference. I was lost, they helped me find my real self.
Malachi Simnitt

Malachi
Graduate, Class of 2018

2016-03-14T15:19:08+00:00

Malachi
Graduate, Class of 2018

Malachi Simnitt
Having teachers and staff that actually cared about me and challenged me to set and achieve goals made all the difference. I was lost, they helped me find my real self.

Positive Impact

As soon as Malachi started at Park we began to see positive changes in him, his confidence began to grow.  For the first time, he actually like going to school. His academic and reading performance greatly improved after just one year. Park helped him recognize his potential by highlighting his strengths and encouraging him to keep trying.

Angie,

Parent of Graduate

2016-03-14T15:19:18+00:00

Angie,

Parent of Graduate

As soon as Malachi started at Park we began to see positive changes in him, his confidence began to grow.  For the first time, he actually like going to school. His academic and reading performance greatly improved after just one year. Park helped him recognize his potential by highlighting his strengths and encouraging him to keep trying.
What is Dyslexia

“Dyslexia affects 1 out of 5 people.  It crosses racial, ethnic, and socioeconomic lines, and with proper instruction and accommodations, it can be remediated.”

-Yale Center for Dyslexia & Creativity

What is Dyslexia?

Dyslexia is commonly misunderstood, as it can take many different forms in each individual. We feel that this video from TED-Ed explains dyslexia and neurodiversity accurately and effectively, and in a way that aligns with our views here at Park Academy.

TED-Ed Original lessons feature the words and ideas of educators brought to life by professional animators.

The International Dyslexia Association defines dyslexia as:
“Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Adopted by IDA Board, November 2002
Adopted by the National Institutes of Health, 2002

Common Strengths of Dyslexics:

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