Learning Irregular Words [Premium]

Question: Why does dyslexia intervention focus so much on phonics and phonological awareness when so much of English doesn’t follow rules? Every comprehensive structured literacy program includes lessons and intensive practice with sight words and orthographic mapping as well as morphology (the study of words from the perspective of small meaning parts like prefixes, roots, and suffixes). So students undergoing remediation are actually becoming deep scholars of language. It can be pretty intense. Regular phonological patterns are learned first, then irregular words that don’t fall into classic phonics rules. For example, an open syllable is a syllable that ends in a vowel (the word “she”, for instance). The rule for open syllables is that the vowel is long. Closed syllables are syllables that are closed […]

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The Benefits of Reading Together

It doesn’t replace early identification, remediation, and support, but reading at home supported the long term reading success of children with a positive family history of dyslexia. The study is interesting one because it followed children for 13 years! The youngest children were age 2, and by the conclusion of the study, the oldest were 23. Researchers compared various reading and language skills as well as conducting detailed interviews of family practices. READ TOGETHER What was interesting is that early shared reading with family members (from the age of 2) was associated with the development of strong vocabulary. Strong vocabulary in turn had positive protective effect on reading comprehension in adolescence. Another finding was that reading vocabulary and reading fluency at 8 years among students […]

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Getting Your Phone to Read Your Screens and Books Without Audio Versions [Premium]

Maybe you know how to use your Siri or Google’s digital assistant, but do you know how to get all your screens including e-books read to you? For iPhones: Depending on your latest update, some of these settings may look a little different – but Accessibility from your General Settings should lead you to the right area. Some earlier version may just list “Speech”. You can choose to show the controller or hide it and also choose whether you would like text highlighted as it is spoken. The controller overlays any screen. Click on it to open. You can scroll horizontally on the button with numbers to increase or decrease speed. Other commands are listed on the page for Reading all content, speaking on touch. […]

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Where Classroom Reading Fluency Practice Can Go Wrong

Reading fluency is defined as an ability to read texts with accuracy, a good rate, and good expression (sometimes the latter two are referred to as automaticity and prosody). Strong reading fluency is a goal that all children should have on their path to becoming independent readers, but reading fluency practice is not sufficient to remediate dyslexic students. Students must reach a certain level of decoding before reading fluency can be meaningfully assessed. Decoding is the process of translating printed words into speech.   READING FLUENCY PRACTICE IS NOT SUFFICIENT FOR DYSLEXIC STUDENTS STILL WORKING TO DECODE The idea that simply exposing students to reading quality texts and modeling fluent reading would be sufficient for an overwhelming majority of students is a failed theory that […]

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Question: Keeping Up with Wilson at School [Premium]

Question: I have a third grade student who attends a school that used Wilson Fundations in the earlier grades. The problem is that even though my daughter did some summer work, she’s been having trouble keeping up. She’s dropped down a level from her peers so that she’s just repeating what she had been taught before. There is less stress in the lower group, but would changing her to a different curriculum be a better option? Answer: This is a difficult question to answer specifically. Ideally, someone who really knows your student could give you specific guidance on whether repetition or a new curriculum might be a better move. The Wilson Fundations program is designed for general education classrooms. It (as well as other programs […]

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Reading Beyond Level

Don’t restrict students to decodable readers. It’s a little like trying to feed an elephant one blade of grass at a time.   Reading decodable books has an important place in structured literacy programs for dyslexic students, but recently some in the reading community have been calling for “phonics-only” or “phonics-first” and this is not a good idea. Recently Emeritus Literacy Professor Timothy Shanahan from the University of Illinois at Chicago has also called these policies as overreach. From his recent blog post: “The National Reading Panel report (2000) is oft cited as the major support for phonics instruction. We found (I was a member of the panel) that explicit, systematic phonics instruction helped students to become better readers – based on a meta-analysis of […]

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Language Teaching and Dyslexia: What About Exceptions to the Rules? [Premium]

The English language is especially difficult to learn if you are dyslexic – because about half of its words are not predictable by simple rules. So what to do? WORD FAMILIES Learning similar words in similar groups can be motivating for students because they learn many words at one time. Dyslexic students tend to be good at recognizing patterns, so approaches like these are well-suited toward dyslexic students. One site for word family lists can be found here. DON’T OVERSIMPLIFY THE RULES Problems usually arise when students are taught an oversimplified rule like “a silent e makes a vowel say its name”. The rule works for words like bake, bike, nose, and cute, but it doesn’t work for words like have or dance. The worse […]

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Question: What about Dyslexia and Reading Comprehension? [Premium]

Q: WHAT ABOUT DYSLEXIA AND READING COMPREHENSION? Answer: For many older and certainly remediated dyslexic people silent reading comprehension may be strong and unimpaired. Students who still struggle significantly with decoding will obviously have trouble with reading comprehension, as might be expected. But after the intensive work of decoding is overcome, reading comprehension weaknesses may become more difficult to understand. Dyslexic students who are partially or perhaps fully remediated may have difficulty with certain types of text, especially if they involve long and uncommon words. Sometimes these readers may only have trouble with college-prep or college-level reading due to additional challenges like the need to understand complex grammar. But students with dyslexia plus some other factor – whether its ADHD, low working memory, and a […]

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Processing Speed and Dyslexia [Premium]

Why isn’t there a “diagnosis” of processing speed impairment? For practical reasons, a label or diagnosis can help justify the need for extended time accommodations, reduce the quantity of homework, or similar requests. Without a formal diagnostic code, medical or educational professionals may also be more likely to overlook the need for accommodations… something that can have negative effects on grades and standardized test scores. Processing speed is also a curious phenomenon in the setting of dyslexia because speed is not typically slow for everything but rather certain types of activities that place especially heavy demands on reading, writing, and rote memory. If students are only partially remediated, they will be a great deal slower, needing extra time to decode text as well as integrate information. […]

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