The Orton–Gillingham Method This popular method has long been used to teach children with dyslexia how to read. By focusing on the connection between letters and their sounds, children can assign more meaning to the language and develop better overall comprehension.
Systematic: A planful sequence of phonics instruction deliberately moves through building-block skills with consonants, easy vowel sounds, harder spellings of vowel sounds, and word parts.
Visualization is a powerful reading strategy that people with dyslexia can use to facilitate comprehension. The concept is simple. While reading, try to visualize every detail from the text, including people and their clothes, distinctive smells and colors.
The Orton–Gillingham Method
A teacher using Orton-Gillingham focuses on the connection between written letters and aural sounds. The teacher begins by identifying the student's unique capabilities. You can then adapt a multisensory approach to the student's needs, using sight, sound, touch, and movement.
Many aspects of Montessori reading instruction inherently help meet the needs of children with dyslexia. Various Montessori materials can be used to help students with dyslexia master phonics, syntax, and other aspects of written language. decoding, increasing fluency, and improving reading comprehension.
Wilson Reading System®
Specifically, it: • Offers a research-based, structured literacy program with more than twenty years of data collected and analyzed from schools and districts implementing the program. Uses a systematic and cumulative approach to teach total word structure for decoding and encoding.
Most children with dyslexia can learn to read fluently with the right combination of school and home support. Explicit and systematic instruction, which develops sound‑letter awareness and an understanding of how written language works, is a very effective way to help children with dyslexia learn to read.
Ideally, the reading instruction provided to the dyslexic child should be evidence-based, systematic and delivered in a small group setting. Phonemic awareness and phonics should be taught explicitly. Learning should be active, with frequent teacher-child interactions.
Unfortunately, popularly employed reading approaches, such as Guided Reading or Balanced Literacy, are not effective for struggling readers. These approaches are especially ineffective for students with dyslexia because they do not focus on the decoding skills these students need to succeed in reading.
Dyslexia works by causing difficulty recognizing and processing the sounds in language. Kids with dyslexia might reverse letters, like reading pot as top, have trouble sounding out new words, and struggle to recognize words they know. Dyslexia is the most common learning disorder.
National Center for Learning Disabilities
Imaging research has demonstrated that the brains of people with dyslexia show different, less efficient, patterns of processing (including under and over activation) during tasks involving sounds in speech and letter sounds in words.
Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words.
Over the years, students with dyslexia may develop increasing frustration if the reading skills of their classmates begin to surpass their own. Access to effective Structured Literacy teaching will help these students, but they may still experience social and emotional problems.
Structured literacy (Orton-Gillingham) therapy is the gold standard for treating dyslexia and other literacy challenges.
The Davis® approach is a highly effective, non-traditional suite of programs for dyslexia and other learning differences. Davis methods give individuals the tools to use their inherent, natural strengths to overcome specific areas of academic or workplace difficulties.
Barton uses color-coded letter tiles to help students connect sounds with letters. Each lesson has 18 steps, and activities change about every five minutes. If a student can't complete the eight steps within an hour, the lesson continues at the next session. Students are assessed at the end of each level.
Many people with dyslexia often think in images as opposed to words, which is attributed to the unique activations in their brains. People with dyslexia are also more likely to form 3D spatial images in their minds than non-dyslexic people.
Whatever the mechanism, one thing is clear: dyslexia is associated with differences in visual abilities, and these differences can be an advantage in many circumstances, such as those that occur in science, technology, engineering and mathematics.
The 4 types of dyslexia include phonological dyslexia, surface dyslexia, rapid naming deficit, and double deficit dyslexia. Dyslexia is a learning disorder where the person often has difficulty reading and interpreting what they read.
Dyslexia results from individual differences in the parts of the brain that enable reading. It tends to run in families. Dyslexia appears to be linked to certain genes that affect how the brain processes reading and language.
Drawing, painting, or creating models of subjects being studied makes things real to a tactile/kinesthetic learner, rather than something abstract, which is problematic to remember and understand. Utilize 3-D letters as teaching aids: allow the child to explore each shape.