Tongmyong University Department of Speech-Language Therapy and Audiological Rehabilitation Actively Supports Dyslexia Treatment

Literacy Education in July

Tongmyong University (President: Jeon Ho-hwan) has recently been actively providing both on-campus and off-campus support for dyslexia treatment and literacy improvement as part of its initiative to revitalize local universities.

Dongmyung University, recently active in providing support both inside and outside the school for dyslexia treatment and literacy improvement.

The Department of Speech-Language Therapy and Audiological Rehabilitation at Tongmyong University (Head: Oh So-jung) plans to open a "Basic Literacy Instruction Training Course" this July to support students who have difficulties with reading and writing due to dyslexia and borderline intellectual functioning.

This program targets current students in related departments as well as field professionals, including language rehabilitation specialists. For inquiries, please contact the department office.

The main instructor for this course, Professor Kim Kiju of Tongmyong University (Department of Speech-Language Therapy and Audiological Rehabilitation), is currently serving as a supervisor for the Literacy Education Specialist Training Program at the Korea Dyslexia Association and as a student support committee member at the Busan Basic Academic Skills Support Center.

Last month, on May 9, Professor Kim conducted a professional development training for elementary school teachers at the Busan Metropolitan Office of Education Training Institute on the topic of "Responsible Education to Guarantee Basic Academic Skills for All Students (Support for Students with Dyslexia and Dyscalculia)." On June 3, he also provided training for over 100 elementary and secondary school teachers at the Daegu Metropolitan Office of Education on "Strengthening Teacher Competency for Supporting Students with Dyslexia."

Dyslexia is a type of specific learning disability in which individuals, despite having average intellectual abilities, experience difficulties in decoding and spelling due to deficits in phonological processing.

Literacy instruction for dyslexia requires more specialized and systematic intervention, as its causes differ from those of learning difficulties arising from borderline intellectual functioning and attention deficit hyperactivity disorder.