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...
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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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It was in the late 1970’s that educational researchers began to question the practice of reading aloud different tasks as a way to make children more fluent readers. With this approach, every new day saw new challenges reading aloud for struggling readers so that they failed to gain proficiency, and if anything were more likely to develop a dislike or avoidance of reading. What actually showed greater success with reading fluency, was giving students repeated practice with the same passage. The general approach is to have a student or teacher pick a passage (a quote, poem, excerpt from a poem) that is 50-300 words long. The teacher or partner reads it aloud, then the student (echo reading). The goal is to have the student read […]
