Will Augmented Reality improve learning outcomes for children with ADHD?


BLOG AHA BIRDThe AHA Project will involve 200 children in Ireland that have been diagnosed with ADHD. It will introduce new ‘Augmented Reality’ features into the new WordsWorthLearning programme, to make learning more fun and more interesting. We are looking for volunteers to try this exciting new way to teach reading and spelling – which we think will make learning easier and also improve literacy outcomes. Fancy trying it out to see if we are right?

HADD Brochure1

We are looking for volunteers… have a look at the brochure below for more information and how to apply… 

Here’s the link to the brochure:      HADD BROCHURE 

Solving Literacy Problems – Case Study No.7


LUKE Blog 2

Having spent all of his early years in an Eastern European orphanage, Luke was adopted into an Irish family when he was nearly 4 years of age. As he progressed through the Irish educational system, he was eventually assessed in 5th year with a diagnosis of ‘Severe Specific Learning Difficulty / Dyslexia’. Luke’s parents had flagged their concerns to the school but were assured that he was ‘doing fine’. Due to the difficulties that were identified in the cognitive assessment, Luke obtained an exemption from learning Irish. He received learning support hours and was sanctioned special accommodations for his Leaving Certificate examinations, which included the use of a laptop. The psychologist also recommended a referral to my clinic and service.

Luke first attended my clinic for remedial therapy when he was 17 years of age and in 5th year in school. He presented with a severe reading accuracy disorder, an associated severe reading comprehension disorder and a severe spelling disorder. After only 7 one-hour therapy sessions (1:1) that were spread over 2 months and daily practice with the WordsWorthLearning literacy programme, Luke’s reading and spelling skills were reassessed.  His reading accuracy and reading comprehension skills were found to be advanced and his spelling skills were normal for his age group. Luke and his mother were very focused and approached every task in hand with enthusiasm and diligence. As Luke’s specific learning difficulty was now resolved, it was agreed to discharge him from my service.

Nearly two years later, I was contacted by his mother to inform me that Luke had not only obtained an A in his leaving Certificate honours English, but had also secured a place in the coveted university and course of his choice.  He is now in the final year of his honours degree course. Prior to literacy intervention, the leaving certificate points required for his course would have been far beyond his ability.  Well done Luke.

So what can we learn from this?:

  1. Luke was assessed by an Educational Psychologist at 17 years of age to be in the ‘average’ range of I.Q., although in reality his intelligence was far beyond that. It was only through appropriate literacy intervention that Luke was able to unlock his true intellectual potential and demonstrate that he was in fact a very bright young man.
  2. As I say to most parents, trust your gut instinct! – if you feel there is a problem and your child is underperforming, do get formal standardised assessments either via the school or privately.
  3. It is never too late to treat and remediate a literacy disorder successfully.
  4. Structured literacy intervention, using a phonemic (speech sound), rule based approach is essential for Dyslexic students.
  5. Ongoing revision at certain intervals is recommended, just to keep the reading and spelling rules and strategies fresh in the mind.
  6. For the WordsWorthLearning programme I cannot stress enough the importance of continually using highly visual flashcards for irregular or difficult words encountered in a text book. For those with dyslexia this is a skill for life!
  7. Luke’s determination and ambition to succeed helped him to be open-minded to intervention and he even reached goals beyond his expectation.

NOTE: To protect “Client Confidentiality” the client name has been changed.

Rita Treacy

Dyslexia Specialist – Speech & Language Therapist – creator of the online WordsWorthLearning programme for resolving reading & spelling problems.

Learn how to FIX Reading and Spelling problems

WW.COM_.jpgA one-day training course designed to give Speech & Language Therapists, Teachers, Tutors and SNAs a basic introduction and learn how to use the online WordsWorthLearning Program.                              

A FREE 1 year licence is included in the package!

The course will cover  the following:
• how the program works over 7 levels
• recommended process flow for the classroom
• materials and methods used
• unique formula driven rules explained
• tracking and measuring progress
• demonstrate using the online program
See attached details and booking form in this link: http://bit.ly/1MzubXp



A tool for children and adults with dyslexia…..

The following description is included as part of the dyslexia course material on the Institute of Child Education and Psychology (ICEP Europe) website:

“The WordsWorth Literacy Programme has been developed in Ireland by Rita Treacy, a speech and language therapist who specializes in working with children and adults with dyslexia. Originally offered as a private consultation service the programme is now also available online and is suitable for both children and adults. The multi-sensory web-based sessions are designed to improve both reading and spelling. The programme can be done at the learners own pace and compared to traditional methods WordsWorth works very quickly (14 to 16 weekly half hour sessions). Teachers can also access WordsWorth on interactive whiteboard for either individual or classroom sessions. While this programme began as an individual intervention it is increasingly being used in classrooms and schools and used collaboratively by parents and teachers.”

English Words

At Stanford University, linguists wrote a program that would attempt to spell 17,000 English words by following common rules of spelling plus the exceptions to the rules. Three hundred and eight rules emerged. But the exception lists became too large to continue the project. Only one rule had no exception – there is no English word that ends in “V.”

The WordsWorth Literacy Programme has 20 rules that apply to thousands of words, so in the words of Stephen Fry who is a celebrant at the altar of language…… “Stick that in your tantric pipe and smoke it Mr Sting!”