The Dystinct Book III is our latest book available for sale. It is a 288-page hard bound book featuring the artwork of Erin Groce (an 18 year old dyslexic artist from Indiana, USA) on the cover.
Please consider purchasing this book to support us so we can continue doing what we love!
Our Initiatives
Decodable Orthographic Mapping Resources
These digital books available on Google Play and Apple App stores help students who struggle with spelling confusing long vowel spelling patterns.
The books in this series aim to facilitate learning spellings through association of focus words to a fun storyline.
Dr Nathaniel Swain reflects on how and why his preferred method of supporting struggling learners in classrooms has shifted from individual learning intervention and differentiated groups to robust whole class instruction at tier 1 that allows struggling learners to realise their academic potential through repeated exposure to more of the same excellent quality instruction as their peers.
Teaching the Alphabetic Principle with a Speech-To-Print Approach
Holly Ehle
Holly Ehle discusses what current research reveals about how the brain processes and stores phonemes and graphemes in the brain and what implications that science has for classroom instruction that seeks to teach letter-sound correspondences and the alphabetic principle.
Clare Wood recommends effective instructional practices aligned with the Structured Linguistic Literacy approach that parents can adopt to help their children systematically learn concepts and skills in tiny sequential steps that lead to mastery over time.
Understanding Executive Functions - The Impact of Task Initiation Difficulties
Helen Trethewey
Helen Trethewey explains how task initiation, an executive functioning skill, can be a genuine difficulty for many students and how educators can help students overcome struggles with task initiation in classrooms.
How and Why a Structured Linguistic Literacy Approach Closes the Gap Quickly
Nora Chahbazi
Nora Chahbazi describes the logic underpinning the efficiency of the Structured Linguistic Literacy approach and demonstrates how it differs from the two other widely known approaches to reading instruction; Balanced Literacy and Traditional Phonics.
