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Example building sight word fluency using different tasks within one task:

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Example building sight word fluency using different tasks within one task:

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Alphabet Reading strategy poster for dyslexic students:

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Alphabet Reading strategy poster for dyslexic students:

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Students who have good reading fluency can read fast, accurately and with good prosody (expressions). Even if the child can read automatically and accurately, it does not mean that they are comprehending what they are reading. That is why the prosody that the child uses while reading

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In this stage, the child is able to identify letter combinations and letter patterns within words. Examples of what the child can identify are: prefixes, suffixes and root words. The child does not need to decode the word that is being presented, instead the child can use the skills and knowledge from the alphabetic reading and sight-word reading to identify parts of words that are known to the child to learn new words. Since it contains aspects of the different developmental reading stages, it is considered the more advanced strategy for reading.

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During this development, the child is working toward and able to recognize words instantly without having to sound out the word that is presented to them. The repetition of the sight-words helps the child retain the words in their long-term memory. The more the child is exposed to the word, the more likely the child will read it correctly in different contexts and be able to spell it correctly when writing. This stage allows the child to rapidly recall words while reading and increases their fluency.

A child who has dyslexia might struggle with identifying the sight words due to the confusion of differentiating between certain letters. The child would need constant exposure to the words and the positioning of the letters to be able to correctly read the words in different contexts.

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This stage of reading is also known as phonetic cue reading. Alphabetic reading consists of the child sounding out words using letter-sound relations. This stage is helpful for a child to attempt invented spelling while writing, but sounding out the word letter by letter and sound by sound.

A child who is dyslexic might have trouble recognizing letters that are similar to each other, such as b and d or p and q. The dyslexic child might need different cues to differentiate between the letters. In my classroom, I have a poster when the word "bed" to help the students remember which way the b goes and which why the d goes when writing.

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This stage of reading is also known as visual cue reading. The students are able to associated pictures with a word. For example, a child knows that a red octagon seen while driving always says 'STOP'. Logographic reading is also related to a child learning and reading logos. This is why a child can read the word 'Disney', even without knowing how to read cursive or other forms of nontraditional writing, because they are familiar with the word, logo and the meaning.