Early intervention and tailored support can make a significant difference in helping children with dyslexia succeed. Here are some strategies for supporting children with dyslexia:
- Multisensory Teaching:
Use a variety of sensory modalities (visual, auditory, kinesthetic) to teach reading and spelling concepts. Some strategies I use include: tap out the graphemes (say the graphemes and tap down the arm in the direction you read. <laugh> would be <l.a.ugh.> I then use colored tiles without any written letters or graphemes to represent the sound of each grapheme. Have the child write out the word sum announcing any changes in the word such as “replace the <e>”, “y toggles to i,” “double the p.” Have the child build out the word with different affixes. You can use index cards or unifix cubes. Make the matrix with the child. Add different affixes and bases to the target base you are studying to build out the word family: laugh, laughing, laughable, laughs. Write the word on paper using different color pens (black for the base, red for the prefix, blue for the suffix). Write out the base on the table using two fingers announcing the graphemes. Have the child state back what each element means. - Structured Literacy Programs:
Implement structured literacy programs that emphasize phonemic awareness (not needed for all children), morphology, etymology, phonology, fluency, vocabulary, and comprehension skills. Some scripted programs and curriculums are loaded with false information about our English orthography. It is important that the child work with a competent well-trained therapist who specializes in literacy. Too often, children are paired with educators that do not have sufficient training in dyslexia and our English orthography. Our English orthography is not phonics based. Our English orthography is stress timed and it is important that children are taught how to read and spell with a therapist who has training and solid understanding in etymology, morphology, and phonology. Many dyslexic children do not memorize well, and they need a trained therapist to help them make sense of words that do not have a one-to-one grapheme – phoneme correspondence including graphemes that are silent. Our English language is well ordered and very beautiful and can be taught well by a highly skilled therapist. Sadly, many colleges do not prepare teachers adequately to teach children how to read and spell. They are also given poor and flawed literacy curriculum. Many families have been told that the gold standard is an Orton Gillingham methodology. Orton Gillingham (OG) is better than a traditional “phonics” based approach because it does include repetition, structure, and multi-sensory learning but the major flaw of an OG program is that it teaches the child to separate syllables. Syllables are spoken and when we teach a child to divide syllables, we can destroy the child’s understanding of morphology. For example, in the word <action>, if we divide the word into syllables, we have <ac / tion> and we lose the base element <act> which means ‘do, drive’ and is in the words: act + or, act + ion, re + act + ive, act + u + al. Notice how the <t> pronunciation changes across the base. Another example, in the word <signal>, if we divide the word into syllables, we have <sig/nal> and we lose the base element <sign> which means ‘token, marker’ and is in the words: sign + ate + ure, de + sign, re + sign, as + sign + ment, con + sign + ment, sign + I + fic + ant. Notice how the <g> and <s> pronunciation varies across the word family. We read for meaning, so it is important that we identify the base and recognize how pronunciation changes across the base element. I personally prefer to use a methodology called Structured Word Inquiry. Do not let educators tell you that your child needs to master “phonemic awareness first” or “is too young to work on morphology.” At what point does someone have “phonemic awareness” mastered? Children who are native English speakers use affixes when they speak. We can easily teach morphology in kindergarten. Check out this video of a teacher working on morphology in a Pre-K classroom. - Assistive Technology:
Explore assistive technology tools such as text-to-speech software, speech recognition software, and audiobooks to accommodate reading and writing difficulties. My personal favorite text to speech tool is Learning Ally. You must have a diagnosed reading disability to access this tool. Submitting the child’s Individual Education Plan or assessment should be enough evidence to have access to this tool. I love how Learning Ally uses human narrators rather than an electronic voice. I also love some features where you can make the font bigger, smaller, wider, speed up the voice, slow it down in addition to having a highlighter follow the text as it reads. Audio books are great, but it is nice to have the text that follows the audio in addition to having a human reader. https://learningally.org Assistive technology is amazing but does not replace authentically learning to read and spell! Do not let assistive technology replace the needed literacy intervention the child needs. - Positive Reinforcement:
Provide positive reinforcement and encouragement to boost children’s confidence and motivation. If your child is dyslexic reading and spelling is difficult. If you the parent are also dyslexic, reading and spelling may be difficult for you as well. Pair reading and spelling intervention time with good things. Bring a fun snack or a special drink to the session to make it more fun. At my office, I always have delicious snacks to offer! - Collaboration with Educators and Specialists:
Work closely with educators, reading specialists, speech language pathologist and other professionals to develop individualized learning plans and accommodations for children with dyslexia. Not all Speech Language Pathologists specialize in dyslexia, but it is in their scope of practice to address reading, spelling, morphology, phonology, semantics and much more! Speech Language Pathologists can also diagnose dyslexia, as it is a language-based learning disability. https://www.asha.org/policy/sp2016-00343/ Specifically, ASHA states that it is in Speech Language Pathologists scope of practice to address the following language skills (including written language…not just spoken language)
Language- Spoken and written language (listening, processing, speaking, reading, writing, pragmatics)- Phonology
- Morphology
- Syntax
- Semantics
- Pragmatics (language use and social aspects of communication)
- Prelinguistic communication (e.g., joint attention, intentionality, communicative signaling)
- Paralinguistic communication (e.g., gestures, signs, body language)
- Literacy (reading, writing, spelling)
When does the child receive intervention:
If a child has an IEP and receives services to address literacy or receiving RTI (Response to Intervention) many schools have two approaches which include pull-out or push in. Both approaches can be harmful. There is simply not enough time in the day to give the child the needed intervention and expect the child to keep up with the daily expectations of a fast-paced general education classroom. It may be difficult to have the child pulled to the back of the class for intervention while the rest of the class is moving ahead. It also may be difficult to have the child pulled out of the class for intervention because they will be missing something. Many kids do not like to miss the fun activities like Art, Music, and PE. And pulling a child out of a core class means the child may end up falling behind in that class as well. Intervention can happen before or after school. There are downsides to this model as well, as the child may be fatigued at the end of their school day or feel frustrated if they must give up an afterschool activity to attend literacy intervention. If your family is facing these frustrations, consider homeschooling where the child can move at their own pace and there is plenty of time for all the needed interventions during the school day and afterschool activities can continue to occur.
Conclusion:
By understanding dyslexia and implementing early and effective support strategies, parents and educators can empower children with dyslexia to reach their full potential and thrive academically and personally.
Children who do not get the appropriate literacy intervention and go through their schooling with a below average literacy often feel dumb and depressed. Raising literate children is essential! Dyslexics are children who have normal cognition, and it is important that they can read and spell so that as an adult they can chose any career they want instead of being limited by a “disability.”
*Sources:*
– International Dyslexia Association. (n.d.). Understanding Dyslexia. [https://dyslexiaida.org/understanding-dyslexia/](https://dyslexiaida.org/understanding-dyslexia/)
– National Institute of Child Health and Human Development. (2017). What Is Dyslexia? [https://www.nichd.nih.gov/health/topics/dyslexia/conditioninfo](https://www.nichd.nih.gov/health/topics/dyslexia/conditioninfo)
– American Academy of Pediatrics. (2018). Dyslexia in Children and Adolescents: Screening, Diagnosis, and Treatment. [https://pediatrics.aappublications.org/content/142/6/e20182025](https://pediatrics.aappublications.org/content/142/6/e20182025)