How do kids with Dyslexia learn to read and spell

How do kids with Dyslexia learn to read and spell

 

Learning to read in English would be such a simple task for kids with Dyslexia if all similar-sounding phonemes were spelled the same.  They aren’t.  English is such an unfair language with so many iniquitous rules!

For those of us who don’t have Dyslexia, learning to read means memorizing the symbolic code of letter combinations and then using them in new contexts.  Many of us just read naturally, understanding that these letter combinations create words and sounds.  Linguists call these sounds ‘phonemes.’  Our brains just register the words and are equipped to read three or four words ahead of time.  We are also mentally able to pull words apart, separate them into syllables and apply all of those unfair spelling rules easily and logically.

What do kids with Dyslexia need?

For students with Dyslexia, this process of reading does NOT come naturally.  Dyslexics do not use the process of sounding out phonemes (decoding) while reading and applying spelling rules while writing (encoding).  Instead of decoding, these students memorize words in entirety and make mental pictures of each word they learn.  The predicament with this strategy is that when they get to a word that they are unfamiliar with, they have no coping mechanisms to attack that particular word.

An example of the difficulty for some of us to learn which combination of letters creates which phoneme is the sound of the letter ‘a’ as in the word ‘cake.’  The long ‘a’ sound is written differently in different words, as in baby, ape, sail, play, steak, vein, eight and they.  For students with reading disabilities, something interferes with the acquisition of these written phonemes, and in order to learn, these students must be taught how to read in a different way.  One such way is using a multi-sensory method.

What does multisensory mean?

When taught with a multi-sensory approach, students will learn alphabetic patterns, phonemes and words by utilizing all pathways – hearing (auditory), seeing (visual), touching (tactile) and moving (kinesthetic).

When learning the vowel combination ‘oa,’ for example, the student might first look at the letter combination on a picture of a GOAT, then close his/her eyes and listen to the sound, then trace the letters in the air while speaking out loud.  This combination of listening, looking, and moving around creates a lasting impression for the student as things will connect to each other and become memorable.   Using a multi-sensory approach to reading will benefit ALL learners, not just those with reading disabilities.

What is Orton-Gillingham?

The other significant component in helping a struggling reader learn to read and write is utilizing an Orton-Gillingham approach.  In Orton-Gillingham, the phonemes are introduced in a systematic, sequential and cumulative process.   The Orton-Gillingham teacher begins with the most basic elements of the English language. Using repetition and the sequential building blocks of our language, phonemes are taught one at a time. This includes the consonants and sounds of the consonants.  By presenting one rule at a time and practicing it until the student can apply it with automaticity and fluency, students have no reading gaps in their word-decoding skills.  As the students progress to short vowels, they begin reading and writing sounds in isolation.  From there they progress to digraphs, blends and diphthongs.

Students are taught how to listen to words or syllables and break them into individual phonemes.  They also take individual sounds and blend them into a word, change the sounds in the words, delete sounds, and compare sounds.  For example, “…in the word steak, what is the first sound you hear?  What is the vowel combination you hear?  What is the last sound you hear?  Students are also taught to recognize and manipulate these sounds.  “…what sound does the ‘ea’ make in the word steak?  Say steak.  Say steak again but instead of the ‘st’ say ‘br.’-  BREAK!

Every lesson the student learns is in a structured and orderly fashion.  The student is taught a skill and doesn’t progress to the next skill until the current lesson is mastered.  As students learn new material, they continue to review old material until it is stored into the student’s long-term memory.  While learning these skills, students focus on phonemic awareness.  There are 181 phonemes or rules in Orton-Gillingham for students to learn. Advanced students will study the rules of English language, syllable patterns, and how to use roots, prefixes, and suffixes to study words. By teaching how to combine the individual letters or sounds and put them together to form words and how to break longer words into smaller pieces, both synthetic and analytic phonics are taught throughout the entire Orton-Gillingham program.

Students with Dyslexia need more structure, repetition and differentiation in their reading instruction.  They need to learn basic language sounds and the letters that make them, starting from the very beginning and moving forward in a gradual step by step process.  This needs to be delivered in a systematic, sequential and cumulative approach.  For all of this to “stick” the students will need to do this by using their eyes, ears, voices, and hands.

 

Learn more about the New PRIDE Reading Program

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Karina Richland, M.A. is the Founder of PRIDE Learning Centers in Southern California.  She is the author of the PRIDE Reading Program, an Orton-Gillingham based reading program.  For more information visit the PRIDE Learning Center website at www.pridelearningcenter.com

Does a child need Phonological Awareness to learn reading?

Does a child need Phonological Awareness to learn reading?

Learning to read is a gradual and sequential process that is developed with explicit instruction and exposure.  In the late preschool years, children begin the reading process by listening to stories and chanting nursery rhymes so that they can hear the similarities and differences in the sounds of words.  Through this process, the children begin to manipulate and understand sounds in spoken language and proceed by taking the next step of making up rhymes and words on their own.

 

As the children get older, they begin to learn the names of the letters in the alphabet and the different sounds each letter represents.  Subsequently, they begin to write the letters and numbers that they already recognize by their shapes.  Finally, the children associate the letters of the alphabet with the sounds of the words they use when they speak.  At this point, they are on their way to learning to read!

 

The key to the entire reading process is phonological awareness.  This is where a child identifies the different sounds that make words and associates these sounds with written words.  A child cannot learn to read without this skill. In order to learn to read, children must be aware of phonemes.  A phoneme is the smallest functional unit of sound.  For example, the word ‘bench’ contains 4 different phonemes. They are ‘b’ ‘e’ ‘n’ and ‘ch.’

 

Some examples of phonological awareness tasks include:

1. Identifying rhymes –  “Tell me all of the words you know that rhyme with the word BAT.”

2. Segmenting words into smaller units, such as syllables and sounds, by counting them. “How many sounds do you hear in the word CAKE?”

3. Blending separated sounds into words – “What word would we have if we blended these sounds together: /h/ /a/ /t/?”

4. Manipulating sounds in words by adding, deleting or substituting – “In the word LAND, change the /L/ to /B/.”  “What word is left if you take the /H/ away from the word HAT?”

 

Through phonological awareness, children learn to associate sounds and create links to word recognition and decoding skills necessary for reading.  Research clearly shows that phoneme awareness performance is a strong predictor of long- term reading and spelling success.  In fact, according to the International Reading Association, phonemic awareness abilities in kindergarten (or in that age range) appear to be the best single predictor of successful reading acquisition.

 

Learn more about the New PRIDE Reading Program

_________________________________________________________________________________________________

 

Karina Richland is the Founder and Director of Pride Learning Centers, located in Los Angeles and Orange County.  Ms. Richland is a certified reading and learning disability specialist.   Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can visit the PRIDE Learning Center website at: www.pridelearningcenter.com

 

 

 

 

Is Your Child on the Right Path to Reading?

Is Your Child on the Right Path to Reading?

 

It is critical to identify a child’s reading problems before he or she fails.  Even some children whom one might suspect do not need early assessment and monitoring should have it just the same.  Some exceptionally bright children, for example, may learn to read early on and just skip over learning phonologic skills.  These children memorize a lot of words very easily and quickly build a large reading vocabulary.  Because these children are simply memorizing words without learning how to analyze them and break them apart, invariably there will come a point in time when they cannot decipher new, relatively long words, especially technical words, as in the sciences (Herbivore, Polynomial, Photosynthesis), or names of people or places in history or around the world (Picasso, Timbuktu, Kathmandu).

 

Without a foundation in phonological skills, these children will not have any strategies to deal with them.  It is therefore best to ensure that all children’s basic phonologic skills are assessed right at the beginning and that they receive early and intensive instruction if necessary.

 

 

Here is a checklist to help you determine where your child is on the path to reading by the end of kindergarten.

 

  • Knows that spoken words come apart and that letters represent these sounds.
  • Easily names the letters of the alphabet, both uppercase and lowercase.
  • Writes the letters of the alphabet.
  • Can sound out the letters of the alphabet – both uppercase and lowercase.
  • Can decode simple sound matches.
  • Can decode simple 3 and 4 letter words.
  • Uses invented spellings.
  • Recognizes some common sight words.
  • Knows about print conventions – reading from left to right, from the top of the page to the bottom.
  • Has a growing vocabulary
  • LOVES to read and looks forward to reading out loud.

 

 

First grade is one of the most important for a child on the road to reading.  This is the crucial year where hopefully your child has broken the reading code.  First grade builds on the foundation provided in kindergarten.  Most children enter first grade ready to read.  They leave first grade as “real readers.”  Keep in mind that these major accomplishments don’t occur by chance; they are only made possible by well -structured and systematic reading instruction.  If your child has the above-mentioned skills, then he or she is off to a running start in reading!

 

Learn more about the New PRIDE Reading Program

 ________________________________________________________________________________________________________

 

Karina Richland

Karina Richland, M.A. is the Founder and Director of Pride Learning Centers, located in Los Angeles and Orange County.  Ms. Richland is a certified reading and learning disability specialist.   Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can reach her by email at karina@pridelearningcenter.com or visit the Pride Learning Center website at: www.pridelearningcenter.com

 

 

 

 

 

 

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