Learning to read with Dyslexia

Learning to read with Dyslexia

Learning to read in English would be so easy for kids with Dyslexia if all similar-sounds were spelled the same. They aren’t. English is so hard to learn and has so many unfair and horrible spelling rules! Ugggh!

Many of us just read naturally. We understand that letters and letter combinations create words and sounds. Our brains just naturally register the words in print and we can read three or four words ahead of time and visually scan an entire text. We are also mentally able to pull words apart, separate them into syllables and apply all of those horribly unfair spelling rules easily and logically.


In the beginning…

Reading is complicated. There are 3 major stages that a child will need to go through in their lifetime to become a strong reader. This process involves word recognition, comprehension, fluency, and most importantly… motivation.  The following outlines the key features of the reading process at each stage:

Stage 1 of the Reading Process: Decoding (Ages 6-7)

At this stage, beginning readers learn to decode by sounding out words. They comprehend that letters and letter combinations represent sounds and use this information to blend together simple words such as hat or dog.

 

Stage 2 of the Reading Process: Fluency (Ages 7-8)

Once children have mastered the decoding skills of reading, they begin to develop fluency and other strategies to increase meaning from print. These children are ready to read without sounding everything out. They begin to recognize whole words by their visual image and orthographic knowledge. They identify familiar patterns and achieve automaticity in word recognition and increase fluency as they practice reading recognizable texts.

 

Stage 3 or the Reading Process: Comprehension (Ages 8-14)

Children in this stage have mastered the reading process and are able to sound out unfamiliar words and read with fluency. Now the child is ready to use reading as a tool to acquire new knowledge and understanding. During this stage, vocabulary, prior knowledge, and strategic information become of utmost importance. Children will need to have the ability to understand sentences, paragraphs, and chapters as they read through text. Reading instruction during this phase includes the study of word morphology, roots, prefixes as well as a number of strategies to help reading comprehension and understanding.


Let’s keep it simple…

I’m not going to get too deep into the semantics of each reading phase and how it all works but Dr. G. Reid Lyon, a researcher in the field of neurology of dyslexia wrote a great article on children and the process of reading if you want to read it here.

So…now that you understand that there is a natural progression to reading, the big question is, will a child with dyslexia eventually learn to read naturally as they mature….

Will the reading come naturally for a dyslexic child at some point?

Nope. Reading does NOT and never will come naturally for a dyslexic child. A child with dyslexia does not wake up one morning and say, “I get it mom, it all makes sense now!” Nope. Unfortunately this isn’t going to happen.

This is just a fact. The International Dyslexia Association has a really good fact sheet on Dyslexia and the Brain.  You can read about it here.

Children with dyslexia read and spell everything phonetically and do not apply spelling rules. For example, if they are spelling the word said they will write sed.” When reading the word “horse,” the dyslexic child will make a mental picture of that word and every time he or she approaches the word “horse” in text, that mental picture comes to life. The problem 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. Yikes!


There is GREAT news for kids with Dyslexia!!!

Even though the reading and spelling does not come naturally for a child with dyslexia, this does not mean that they can’t learn to read and spell. Kids with Dyslexia are really bright kids, that just need a different approach to reading and spelling. They need to learn the letters and letter combinations in a very very structured, systematic and cumulative approach. They need lots of repetition and practice and they need a lot of positive encouragement. Children with dyslexia need 3 crucial elements to their reading instruction:

  • Multisensory Teaching

  • Orton-Gillingham Program

  • Parent Support

What does multisensory mean?

See it – Say it – Hear it – Move with it!

When taught with a multi-sensory approach, children will learn all the letters, letter combinations, sounds and words by using all of their pathways – hearing (auditory), seeing (visual), touching (tactile) and moving (kinesthetic).

When learning the vowel combination ‘oa,’ for example, the child 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 child 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 dyslexia.

What is Orton-Gillingham?

The other significant component in helping a child with dyslexia learn to read and spell is utilizing an Orton-Gillingham approach. In Orton-Gillingham, the sounds are introduced in a systematic, sequential and cumulative process. The Orton-Gillingham teacher, tutor or parent begins with the most basic elements of the English language. Using lots of different multisensory strategies and lots of repetition, each spelling rule is taught one at a time. By presenting one rule at a time and practicing it until the child can apply it with automaticity and fluency, a child with dyslexia will  have no reading gaps in their reading and spelling skills.

Children are also taught how to listen to words or syllables and break them into individual sounds. They also take each individual sounds and blend them into a words, 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? Children 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 in Orton-Gillingham is in a structured and orderly fashion. The child is taught a skill and doesn’t progress to the next skill until the current skill is mastered. Orton-Gillingham is extremely repetitive. As the children learn new material, they continue to review old material until it is stored into the child’s long-term memory.

It is like learning a foreign language.

Kids with Dyslexia need more structure and repetition 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. Think of it as if your child is learning a foreign language for the first time. He or she needs to start at the very beginning, learn the pronunciation of each letter in the alphabet as well as all the different spelling and language rules related to the foreign language. This needs to be delivered in a systematic, sequential and cumulative approach. For all of this to “stick” the child will need to do this by using their eyes, ears, voices, and hands.

If you want to learn more about an Orton-Gillingham Dyslexia Reading Program click on the video below:

If you enjoyed reading this post, you might also enjoy reading, My child might have Dyslexia… what do I do?

Thank you so much for visiting my Blog today!


Karina Richland, M.A., developed the PRIDE Reading Program, an Orton-Gillingham program for struggling readers, based on her extensive experience working with children with learning differences over the past 30 years.  She has been a teacher, educational consultant and the Executive Director of PRIDE Learning Centers in Southern California.  Please feel free to email her with any questions at info@pridelearningcenter.com.  Visit the PRIDE Reading Program website at https://www.pridereadingprogram.com

Dyslexia in Middle and High School Students

Dyslexia in Middle and High School Students

It may be very frustrating to learn about the importance of early intervention when that window of opportunity has already passed for your middle or high school child with dyslexia.  However, acting on behalf of your child will require moving beyond this frustration point and really focusing on what needs to be done in the present.  Rest assured that most middle and high school students with dyslexia can be helped and can catch up to grade level.  This will take more time, more effort, and more intensity of instruction, but it is never too late to do something about reading and writing difficulties.

Poor readers in middle and high school can be brought up to grade level and kept at grade level with one to two years of instruction using a specialized program intended for students with dyslexia such as the Orton- Gillingham.  This approach is multisensory and students use the visual, auditory and kinesthetic channels simultaneously when learning new skills and reading concepts.  It is structured, sequential and cumulative.

 

Students with dyslexia in middle and high school have the same basic problems as younger poor readers and need to learn the same skills.  These problems, however, are complicated by years of feeling failure and frustration.  Many middle and high school dyslexics no longer believe that they can be helped.

 

The course of action in helping a child with dyslexia through school may seem like an eternal endeavor to most families, but eventually all the hard work pays off.  The dyslexia that caused the child to have difficulties learning to read in the beginning, will also cause troubles later on with spelling, writing, learning a foreign language, and frequently in learning algebra.

 

Skipping the basic skills of reading is a huge mistake.  An older student with dyslexia who lacks basic awareness of speech sounds cannot learn to read unless this problem is addressed.  This student will need to begin with phonological awareness, followed by sound-letter correspondences.  Unfortunately, there is no shortcut to learning how to decode words fluently and accurately, and no way to bypass this stage altogether of learning to read. Although it is tough in the beginning, nothing is more motivating than success, once students experience appropriate Orton-Gillingham instruction.

 

A middle and high school student with dyslexia will need an Orton-Gillingham program that is intense enough to close the reading gap.  Up to two hours daily may be needed to bring a student to grade level. In general, the larger the gap between the student’s skills and the grade level, the more intense the intervention must be to catch up.

 

Learn more about the New PRIDE Reading Program

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Karina Richland is the Founder 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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