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According to the International Dyslexia Association (IDA), dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by:
Foundational reading skills include phonological awareness and letter-sound knowledge. All students facing difficulty reading, regardless of age, should be screened for these foundational skills. Intervention includes explicit, multi-sensory teaching of the following:
As children progress in school, the demands of reading continue to increase. Children as young as kindergarten are appropriate for implicit and systematic instruction in reading, spelling, and handwriting. Students will improve in:
The ultimate goal of reading is comprehension. Comprehension is often best met through fluent, accurate reading, as well as understanding the prosody of the text and the meaning of the words they read. Students will not only work on decoding words and increasing their rapid retrieval of text, but will have unique opportunities to increase their vocabulary, world knowledge, and ability to analyze text through context clues and meta-cognitive strategies to support comprehension.