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Dyslexia Intervention
Early Literacy Skills
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:
- Letter naming and letter-sound correspondence
- Letter formation (handwriting)
- Early print awarness with books
- Identifying syllables in words
- Identifying and manipulating sounds in words
- Unblending/Segmenting Sounds to make or pull apart words
- Rhyming
- Vocabulary Development
School Age Reading
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:
- Decoding and Segmenting words for more fluent reading
- Sound-Symbol association
- 6 syllable types in English
- Rules of writing and spelling
- Grammar
- Reading Comprehension
- Vocabulary Development
- Spelling
- Handwriting/Dysgraphia
- Meta-cognitive Strategies for comprehension
Reading Comprehension
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.