If dyslexic students are struggling to decode words, a program of intensive structured literacy will help – but help with phonological awareness may not be sufficient to help them become fluent readers. Why? Because reading fluency, or the ability to read with “speed, accuracy, and proper expression” is also influenced by other factors such as rapid naming. Recently researchers found that: “most adolescents (with dyslexia) were classified as either naming speed only (about a third of the group) or double deficit when defining impairment using performance thresholds to classify groups.
This may suggest that although early phonological deficits are amenable to remediation, identification of language symbols fails to become automatized in most individuals with dyslexia and may require more targeted intervention.” Their […]
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