There are many good ways to read to children with dyslexia. In this post, we wanted to talk share an approach that some have called “dialogic” or like a dialogue.
A dialogue is a back and forth conversation, and that is exactly how this style of reading goes. Rather than having a parent or teacher read aloud with a child listening, in dialogic reading, the adult helps the child tell the story.
The acronym for this method is PEER:
1, Prompt a child to say something about the book.
2. Evaluate her response.
3. Expand the response by rephrasing and adding more detail, and
4. Repeat the prompt to make sure the child learned.
Except for the first reading of the book, PEER sequences should occur on every page. The idea is that over time, the child reads more and more and the adult less. For Premium subscribers read more about how to prompt children below:
You leave a blank at the end of a sentence and get the child to fill it in. These are
typically used in books with rhyme or books with repetitive phases. For example,
you might say, “I think I’d be a glossy cat. A little plump but not too ____,” letting
the child fill in the blank with the word fat. Completion prompts provide children
with information about the structure of language that is critical to later reading.
These are questions about what happened in a book a child has already read. Recall
prompts work for nearly everything except alphabet books. For example, you might
say, “Can you tell me what happened to the little blue engine in this story?” Recall
prompts help children in understanding story plot and in describing sequences of
events. Recall prompts can be used not only at the end of a book, but also at the
beginning of a book when a child has been read that book before.
These prompts focus on the pictures in books. They work best for books that have
rich, detailed illustrations. For example, while looking at a page in a book that the
child is familiar with, you might say, “Tell me what’s happening in this picture.”
Open-ended prompts help children increase their expressive fluency and attend to
These prompts usually begin with what, where, when, why, and how questions. Like
open-ended prompts, wh- prompts focus on the pictures in books. For example, you
might say, “What’s the name of this?” while pointing to an object in the book. Whquestions
teach children new vocabulary.
These ask children to relate the pictures or words in the book they are reading to
experiences outside the book. For example, while looking at a book with a picture
of animals on a farm, you might say something like, “Remember when we went to
the animal park last week. Which of these animals did we see there?” Distancing
prompts help children form a bridge between books and the real world, as well as
helping with verbal fluency, conversational abilities, and narrative skills.
Distancing prompts and recall prompts are more difficult for children than completion,
open-ended, and wh- prompts.”
Other popular ways to read are interactive shared reading and guided repeat reading for fluency practice. We’ll tackle those in the future.