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Gunning, T. (2018). Chapter 2: Factors Involved in Reading and Writing Difficulties. In Assessing and correcting reading and writing difficulties, (6th ed.). Boston, MA: Allyn and Bacon.

pp. 28

Clark, D. & Uhry, J. (2005).  Chapter 2: The Nature of Dyslexia . In Dyslexia: Theory and practice of remedial instruction (3rd ed.). Baltimore, Maryland: York, PR.

pp. 34-35

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Gunning, T. (2018). Chapter 2: Factors Involved in Reading and Writing Difficulties. In Assessing and correcting reading and writing difficulties, (6th ed.). Boston, MA: Allyn and Bacon.

pp. 28-29

Clark, D. & Uhry, J. (2005).  Chapter 2: The Nature of Dyslexia . In Dyslexia: Theory and practice of remedial instruction (3rd ed.). Baltimore, Maryland: York, PR.

pp. 38-39

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Gunning, T. (2018). Chapter 2: Factors Involved in Reading and Writing Difficulties. In Assessing and correcting reading and writing difficulties, (6th ed.). Boston, MA: Allyn and Bacon.

pp. 24-25 (Section labeled Associative Word Learning)

Clark, D. & Uhry, J. (2005). Chapter 2: The Nature of Dyslexia . In Dyslexia: Theory and practice of remedial instruction (3rd ed.). Baltimore, Maryland: York, PR.

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Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280-299.

Gunning, T. (2018). Chapter 2: Factors Involved in Reading and Writing Difficulties. In Assessing and correcting reading and writing difficulties, (6th ed.). Boston, MA: Allyn and Bacon.

p. 45 (Section labeled Social, Cultural, Economic and Educational Factors)

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Gunning, T. (2018). Chapter 2: Factors Involved in Reading and Writing Difficulties. In Assessing and correcting reading and writing difficulties, (6th ed.). Boston, MA: Allyn and Bacon.

pp. 29-30

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Gunning, T. (2018). Chapter 2: Factors Involved in Reading and Writing Difficulties. In Assessing and correcting reading and writing difficulties, (6th ed.). Boston, MA: Allyn and Bacon.

pp. 21-24

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics.

Letter of completion

After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion.

Phonological awareness and phonemic awareness: what's the difference?

Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated - and last to develop - is called phonemic awareness.

Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words.

Phonological awareness (PA) involves a continuum of skills that develop over time and that are crucial for reading and spelling success, because they are central to learning to decode and spell printed words. Phonological awareness is especially important at the earliest stages of reading development - in pre-school, kindergarten, and first grade for typical readers.

Explicit teaching of phonological awareness in these early years can eliminate future reading problems for many students. However, struggling decoders of any age can work on phonological awareness, especially if they evidence problems in blending or segmenting phonemes.

How about phonological awareness and phonics?

Phonological awareness refers to a global awareness of sounds in spoken words, as well as the ability to manipulate those sounds.

Phonics refers to knowledge of letter sounds and the ability to apply that knowledge in decoding unfamiliar printed words.

So, phonological awareness refers to oral language and phonics refers to print. Both of these skills are very important and tend to interact in reading development, but they are distinct skills; children can have weaknesses in one of them but not the other.

For example, a child who knows letter sounds but cannot blend the sounds to form the whole word has a phonological awareness (specifically, a phonemic awareness) problem. Conversely, a child who can orally blend sounds with ease but mixes up vowel letter sounds, reading pit for pet and set for sit, has a phonics problem.

44 phonemes

There are 26 letters in the English alphabet that make up 44 speech sounds, or phonemes.

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Learn the definitions of phonological awareness and phonemic awareness - and how these pre-reading listening skills relate to phonics. Letter of completion After completing this module and successfully answering the post-test questions, you'll be able to download a Letter of Completion. Phonological awareness and phonemic awareness: what's the difference?

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Read the directions.

Try assessing a classmate, friend, or family member.

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What role might race and class play in the decisions about how literacy should be taught?

What connections might you see between students who have been classified/identified as struggling and race?

1. How might you be responsive to race in the design of your literacy instruction?

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Peter Doolittle: How your "working memory" makes sense of the world

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What does Rapid Automatized Naming assess?

How does the data assessed from a Rapid Automatized Naming assessment inform what can be known about a student as a reader?

Do you think it would be useful to use this assessment with any of your students? Who? Why?

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How is dyslexia defined in the literature?

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?

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What are word finding difficulties?

How might these difficulties impact reading?

How can an educator support word finding difficulties?

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How does working memory function?

How might working memory issues impact a student's ability to learn to read?

How might you support a student who has working memory needs in learning to read?

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I'm adding a link here to a video of all the English phonemes for folks to watch as you review this Padlet for Session 3.

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What is phonological awareness?

What is the relationship between phonemic awareness and phonological awareness?

What role does phonological awareness play in learning to read?

What are some ways in which difficulty with phonological awareness may impact an individual’s ability to learn to read?

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What are word finding difficulties?

-Difficulty with word retrieval and finding the right word to use

-Some symptoms include frequent pauses, repetitions, or misuse of non-specific words.

How might these difficulties impact reading?

Can affect comprehension and higher-word recognition skills, as well as picture and text clues.

How can an educator support word finding difficulties?

-Let students describe words they are trying to retrieve, or use actions.

-provide more clues

-give wait time

-provide a preview of story before reading it

-place a stress on phonics

-testing accommodations

-allow silent reading

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How is dyslexia defined in the literature?

“Basic Deficit in learning to decode print” (Gunning, T. ,2018)

“Extreme difficulty reading and spelling words” (Clark, D. & Uhry, J. ,2005)

Difficulty connecting sounds with letters that make the sounds

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?

Difficulty with word recognition, Spelling challenges, and Difficulty in decoding unfamiliar words

Show relationship between sounds and symbols

Be explicit with teaching children rules of phonics and how it relates to written language

Help students recognize words they have seen before

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How does working memory function?

Limited capacity of cognitive space used to store snd manipulate data

How might working memory issues impact a student's ability to learn to read?

The task of reading a sentence involves using working memory, so working memory issues can affect reading

Difficulty retrieving the spoken form of words

Difficulty with comprehension

Difficulty sustaining attention which can impact reading

How might you support a student who has working memory needs in learning to read?

Repeat directions, divide material into chunks, breaks, reduce amount of reading material to be done at one time, written or visual directions, memory aid charts, teach strategies for remembering

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1) RAN assesses the ability to quickly identify familiar items. For example, identify shapes or colors.
2) Data from a RAN assessment could provide information about how quickly students can recognize letters and familiar words, and recall phonological information.
3) There was a 1st grade student I had two years ago who really struggled with naming the sounds that were associated with certain letters. Using this assessment with her could've given us more information about what was causing this struggle; if she struggled with a RAN, that might mean she was struggling to identify the letters quickly enough.

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1) Phonological awareness is the ability to say and manipulate words in sentences. It has to do with identifying rhyming words, alliteration, and splitting a sentence up into individual words.
2) Phonemic awareness is a type of phonological awareness relating to the ability to identifying and manipulate the individual sounds within words. It's often the last aspect of phonological awareness to develop.
3) Phonological awareness plays a huge part in learning how to read - it's everything! Students need it to be able to decode and spell words.
4) Difficulty with identifying individual words in a sentence will lead to great difficulty with reading comprehension. Struggling with phonemic awareness makes decoding very difficult and students might rely on patterns or illustrations in books for reading instead.

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1) Word finding difficulties are struggles to retrieve and use specific words in spoken or written language.
2) These difficulties affect student's reading comprehension and their ability to use context clues to help them figure out unfamiliar words.
3) Educators can support word finding difficulties by creating a word wall in the classroom, provide clues and wait time in discussions, preview a story and important vocabulary before reading, and adjust evaluation procedures.

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How is dyslexia defined in the literature?
-dyslexia comes from Greek words: dys  "difficult" and lexicos "pertaining to words"
-specific reading disability

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?
-difficulty with memory
-difficulty with decoding

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How does working memory function?
•part of cognitive system
•holds information as well as allows it to be manipulated
How might working memory issue impact a student’s ability to learn to read?
•may have difficulty connecting info from the beginning of a sentence with the end
•difficulty manipulating new information
How might you support a student who has working memory needs learning to read?
•repeat and practice
•help them process the  new information right away
•help them make connections to what they are reading

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How does working memory function?

Holds new information in place and connects it to other information

Includes both storage and manipulation

How might working memory issues impact a student's ability to learn to read?

Hinders comprehension

More difficult to make inferences because they fail to retain the information needed to make them

Difficulty keeping attention and may get distracted

How might you support a student who has working memory needs in learning to read?

Be conscience of the length of passages being assigned

Divide readings into different parts

Simplify and repeat directions

Provide visual, verbal directions

Teach strategies for remembering - taking notes, rereading directions

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Phonological awareness is the ability to recognize and manipulate the spoken parts of words/sentences.

Phonemic awareness is the last (and most complex) component of phonological awareness to develop. Phonemic awareness is the ability to work with individual sounds in a spoken word.

Phonological awareness prepares a reader to hear and understand the sounds and syllables that make up our words and sentences.

Difficulty with phonological awareness may impact a child's ability to understand the difference between a sound, letter, word, and sentence and to segment and blend sounds while attempting to read and spell.  This, in turn, could negatively affect a child's reading comprehension and vocabulary/concept development.

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Rapid Automatized Naming assesses the ability to quickly identify or name colors, numbers, or familiar objects.

RAN assessment could inform us that a child struggles with automatic recall and their ability to retrieve information. RAN assessment could signal delayed/weak processing speed. Children may not be able to access stored phonemes or word chunks quickly enough in order to make sense of a word.

I think it is always helpful to gather more information when trying to problematize where a child's reading weakness lies! I may use the RAN assessment with children who are regarded as "slow" to move or think. I may also use the RAN format as a template for creating exercises that support a child in increasing their processing speed.

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Dyslexia is a learning disability defined by difficulty at the word-reading level (Clark & Uhry, 2005). In addition to explicit phonics instruction, phonemic awareness, rapid/automatic naming, and verbal short-term memory tend to be affected negatively.

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What are word finding difficulties?

Trouble retrieving a word; when you can't think of the word you are looking for

Long pauses and use of non-specific words

How might these difficulties impact reading?

Impacts comprehension and higher level word recognition skills, such as using context

Frequent pauses can impact reading fluency which can lead to feelings of frustration

How can an educator support word finding difficulties?

Provide more wait time, ask students to describe the word, make actions or draw out

Give a preview of the reading

Stress the use of phonics to decode unfamiliar words

Multi-modal approach to testing - silent reading task versus oral reading

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How is dyslexia defined in the literature?

Difficulty learning letter sounds and learning to read and spell words  (Clark & Uhry, 2005).

Basic difficulty in the association of common experiences and the words representing them (Gunning, 2018)

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?

Difficulty reading fluently

Difficulty with decoding

Problems with symbolism or association

Phonological confusion

Inefficient memory

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What role might race and class play in the decisions about how  literacy is taught?
•power of culture-> the culture in control dictates what is seen as important; standardized tests, language
•while learning to read it is also helpful and important for the student to represented in the material
What connections might you see between students who have been classified/identified as struggling and race?
•success in school often based on what 1 group of people deem worthy
•in a classroom where Standard English is the only language accepted students who are not fluent may look like they are struggling when in reality if given other ways to express themselves they may not have the same difficulties
How might you be responsive to race in the design of your literary instruction?
• “It seems that like if you can’t quote Vygotsky or something, then you don’t have any validity to speak about your own kids” (Deplit. 1988). = it is just as (more?) important to understand and know where the children you are teaching come from than what a dead white man said about a not diverse group of children.

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How does working memory function?

Working memory is about manipulation of knowledge. While the acquisition and retention of new information is more involved with short and long term memory, working memory is also important because the manipulation of info is involved in many tasks and functions.

How might working memory issues impact a student's ability to learn to read?

When a student reads multiple words at time, they need to retain the info and words they recently read. This allows for reading comprehension. When students have trouble with working memory, they struggle to remember what they read and therefore struggle to comprehend.

How might you support a student who has working memory needs in learning to read?

Break tasks and work down into smaller and more digestible chunks. It's important to not overload students with directions or information because this can cause them to lose concentration or retention. With smaller tasks and more processing time, students with working memory difficulties can produce the same amount of work as students without difficulties.

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How is dyslexia defined in the literature?

Dyslexia involves the way the brain relates letter shape and sound. A person with dyslexia will have difficulty relating the sound of a letter to its written form and consequently have trouble decoding written words.

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?

Phonological awareness is stressed heavily in dyslexia research. Directly teaching letter sounds, decoding techniques, and spelling patterns has been shown to improve ability.

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What are word finding difficulties?

Word finding difficulties involves trouble with word recall or retrieval. For example, a student would have trouble recalling the name of something or find the right word.

How might these difficulties impact reading?

Word finding difficulties can negatively impact reading comprehension. While a student's decoding may be correct, not being able to retrieve a word may make expression and comprehension more difficult.

How can an educator support word finding difficulties?

Students benefit from hints, extra wait time, and previewing material are all ways to support students with word finding difficulties.

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What are word finding difficulties?

It’s when you are unable to remember the word you know but is having difficulties retrieving it or even using it during a convention.

How might these difficulties impact reading?

It can simple affect how a student can understand or comprehend something being read beyond the text.

How can an educator support word finding difficulties?

An educator can support student with these difficulties by providing visual cues, promoting, examples, decode, make connections, build vocabulary, assess understanding.

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What is phonological awareness?

Phonological awareness is the ability to recognize and manipulate the spoken parts of words and sentences.

What is the relationship between phonemic awareness and phonological awareness?

Phonemic awareness is the understanding that spoken words are made of individual sounds. Phonological awareness is the whole umbrella that helps a reader read.

What role does phonological awareness play in learning to read? The role that phonological awareness play is essential because it helps the student read and understand that written words corresponded to also spoken words.

What are some ways in which difficulty with phonological awareness may impact an individual’s ability to learn to read?

Able to recognize that words have constitute sounds and by phonemes. Which decoding might be the problem in which the student might have these difficulties.

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What are word finding difficulties?

When an individual struggles to retrieve/ verbalize a word. It takes this individual a longer time to retrieve the word

How might these difficulties impact reading?

Affects comprehension as the student may be so focused on determining the correct word which causes them to lose focus on what they are reading

it's even a challenge to use pictures as a form of support because it can be challenging for a student to retrieve the word in the picture

Decoding is impacted as well

How can an educator support word finding difficulties?

Act it out: incorporate a game that involves gestures or acting to help a student retrieve the words (could even try charades!)

Draw it out: students can draw the word they are trying to retrieve

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What does Rapid Automatized Naming assess?

RAN assesses one's ability to quickly identify common objects, letters, and digits

How does the data assessed from a Rapid Automatized Naming assessment inform what can be known about a student as a reader?

Data from this assessment can give an adult insight to that individual's reading abilities/ level. If a student has a lower score, it shows that hey have a hard time recognizing letters, letter sounds and are then slow to build up understanding of common letter patterns

Do you think it would be useful to use this assessment with any of your students? Who? Why?

I think it could be useful for one or two of my students who need support in decoding. I think it could also give me insight about their vocabulary knowledge.

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What is phonological awareness?

ability to recognize and manipulate the spoken parts of sentences and words (sounds of words can be broken apart, sentences can be taken apart word by word)

Students develop phonological awareness through rhyming, identifying syllables within a word, blending

What is the relationship between phonemic awareness and phonological awareness?

You need phonological awareness to develop phonemic

Phonemic is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words

What role does phonological awareness play in learning to read?

Builds decoding skills

Supports spelling

Word recognition

Fluency

What are some ways in which difficulty with phonological awareness may impact an individual’s ability to learn to read?

Students may struggle with decoding, which then affects fluency and understanding of the text

This could be consequential because children "read to learn" in the upper elementary grades, as opposed to when they are younger  and are "learning how to read"

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How is dyslexia defined in the literature?

A learning disability categorized by a problem in symbolization of association; difficulty in acquiring vocabulary and with decoding (Gunning, T., 2018)

Dyslexia involves trouble connecting the sounds that make up words with the letters that represent those sounds (Youtube, Understood, 2016)

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?

Difficulty with explicit phonics and decoding

Difficulty with word recognition – might be connected to memory

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What is phonological awareness?

The ability to recognize and manipulate the spoken parts of sentences and words (Reading Rockets, 2022)

What is the relationship between phonemic awareness and phonological awareness?

Phonemic awareness is a subset of phonological awareness. It refers to the ability to notice, think about, and work with the individual sounds in spoken words. It refers to the blending of sounds into spoken words.

What role does phonological awareness play in learning to read?

Knowing letter sounds – builds decoding skills

Helps to relate written words to oral/spoken language

Helps with fluency

What are some ways in which difficulty with phonological awareness may impact an individual’s ability to learn to read?

Knowing how to approach unfamiliar words and decode these printed words is extremely important to learning to read. Trouble in this area can definitely impact and individual’s ability to learn to read, detect patterns, and comprehend the words they are reading.

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How does working memory function?

Working memory is part of our cognitive system that allows us to store information and reach back into long-term memory when needed. It holds new information.

How might working memory issues impact a student's ability to learn to read?

If a student has trouble with working memory, they might have difficulty storing the new words and information they are reading. This then may result in difficulty comprehending and remembering what they have read or difficulty keeping attention while reading.

How might you support a student who has working memory needs in learning to read?

In order to support a student with trouble in their working memory, it would make sense to break up the length of reading or reading passages.

Also, you could provide a note-taking strategy, word-wall, or some sort of visual cue for students to remember the words and/or information they are gathering.

Providing step-by-step instructions in a multitude of ways (visual, auditory, etc.)

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How is dyslexia defined in the literature?  “Children with dyslexia have difficulty learning letter sounds and learning to read and spell words. Reading is not pleasurable and they do not read very much and do not pick oral vocabulary or background knowledge from books. There is evidence from the field of neurology that individuals with dyslexia have normally developed brains, but without special instruction their brains do not function during reading the same way as the brains of typically developing readers” Clark, D. & Uhry, J. (2005).

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?  Difficulties in comprehension, vocabulary development, weak word reading and spelling. Clark, D. & Uhry, J. (2005)

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How does working memory function?
- taking in new information, storing it and connecting it to previously learned knowledge

How might working memory issues impact a student's ability to learn to read?
- Difficulty with written and oral comprehension
- fluency difficulty
- attention difficulty specifically for longer periods

How might you support a student who has working memory needs in learning to read?

- graphic organizers
- check lists/to do lists
- breaking activities into segments
- including breaks
- visuals to support
- choral reading
- small group support

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How is dyslexia defined in the literature?
- difficulty with reading and spelling
- common challenging letters are 'b' and 'd'
- difficulty connecting letters and sounds

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?
- help students make connections to letters and their sounds with the use of visuals, such as 'b' and baseball bat or 'd' and door
- consistency is key
- repetition, repetition, repetition
- confidence boosters

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What are word finding difficulties?
- challenges students have retrieving words from memory and recall
- misuse of words
-delayed responses or pauses
-frustration

How might these difficulties impact reading?
- limit comprehension
- making text connections
- going beyond the text

How can an educator support word finding difficulties?
- organization is key
- personal dictionary
- visuals
- allow students time to process
- quiet reading space

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What are word finding difficulties?
*Difficulties with recall
*Challenges in retrieving labeling information from memory (ex. the word for a type of bird)
How might these difficulties impact reading?
*Disrupts fluency and understanding
*Impacts understanding of higher level vocabulary
*Limits ability to use context clues
How can an educator support word finding difficulties?
*Teach categorizing of words
*Teach students to use word association
*Teach students to use synonyms and antonyms
*Give students time to answer
*Teach persistence

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-Storing knowledge in which we need at one point in given time (when relevant to task)

-Working memory issues might impact a students ability to learn and read because it can inhibit them from remember words (such as sight words) and other completing tasks after a lesson is taught

-How I might support a students who needs supporting in learning how to read is making sure that student is working with just right books, as well as giving that student extra time and attention to keep them up to speed

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How does working memory function?
*Working memory is the storage and manipulation of information recalled
How might working memory issues impact a students ability to learn to read?
*students may have difficulty with reading comprehension as they struggle to recall early text they read, either earlier in the sentence or earlier in the story
How might you support a student who has working memory needs in learning to read?
*I would scaffold working memory issues in reading by encouraging re reading of the text and frequent pauses to summarize what they have read and how new information fits in this context and to help the student make connections

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How is dyslexia defined in the literature?
* dyslexia is referred to as a specific reading disability characterized by difficulty at the word reading level
What are some areas of need that the literature has found are common among individuals who identify as dyslexic?
*phonemic awareness
*decoding/encoding
*memory

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How does working memory function?

Working memory stores immediate experiences and some knowledge while also allowing a person to retrieve long term memory information. Working memory mixes immediate experiences and long term memory information to process current information or satisfy immediate goals.

Working memory allows us to manipulate info and carry out  tasks.

How might working memory issues impact a student's ability to learn to read?

Reading requires a variety of skills/long term memory information all being uses simultaneously. A student with working memory issues might not be able to balance all the different pieces of information they may have already learned (phonics) while also processing the letters/words/meanings on a page. There are so many different pieces of reading that must be managed in the brain, and a student might not be able to manipulate each piece all at the same time in order to read.

How might you support a student who has working memory needs in learning to read?

As learned in the Ted video on working memory, to support working memory limits, we can:

review and practice information in a consistent and structured way

Make connections with information we have been given- when information becomes meaningful, it is more likely to become fully processed

Create images to remember and process information

Use organization- organize information, use visual charts, make sure lessons are ordered and clear and expected

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What are word finding difficulties?

When a person has trouble retrieving a word that they've learned/heard of before. Someone with word finding difficulties know what they are looking for, but just have difficulty finding the word.

How might these difficulties impact reading?

Word finding difficulties would impact reading because so much of reading is using context to read higher level words. If students cannot use smaller words to tackle trickier words, their comprehension will also be affected.

How can an educator support word finding difficulties?

give more wait time when asking a comprehension question

before reading, post key words on the board that the student will need to understand the story/show understanding of the story.

provide semantic maps/webs for the student to use to aid in their word finding.

continue to teach and stress the use of phonics in reading

provide time for silent reading

*do not write off a student as having less skills than other students! likely the student knows more than you think they do, they just are having trouble finding the words to explain!

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What is phonological awareness?

It has to do with the sound of the spoken word- being able to recognize patterns (alliteration) or rhyming words, or syllables, etc. Can be the ability to hear the different words in a sentence.

It is about recognizing that full words can be taken apart.

The last piece of phonological awareness to develop is phonemic awareness.

What is the relationship between phonemic awareness and phonological awareness?

Phonemic awareness falls under the umbrella concept of phonological awareness. Having phonemic awareness means being able to identify different parts of a word through sound, blending sounds to make words, etc.

What role does phonological awareness play in learning to read?

You need phonological awareness to be able to decode words and then also to be able to spell words.

What are some ways in which difficulty with phonological awareness may impact an individual’s ability to learn to read?

Developing phonics and decoding skills will be very hard without a solid phonological awareness. Without understanding of sound, a student will have difficulty applying sounds to printed letters.

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How does working memory function?

working memory is the temporarily storage and manipulation of data during tasks such as reading a sentence or doing a math problem in one's head

How might working memory issues impact a student's ability to learn to read?

if a student has difficulty retaining the words they are reading while they are reading them, they will have further issues with comprehension

How might you support a student who has working memory needs in learning to read?

give the student less to read at a time by breaking up passages into smaller parts. further, allow some sort of note-taking strategy

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What are word finding difficulties?

when a student has difficulty retrieving from memory a word that is already apart of their vocabulary

How might these difficulties impact reading?

students will have a harder time with comprehension and using higher-level-word-recognition skills such as using context

How can an educator support word finding difficulties?

most of all, having patience with the student when they are stuck, but also previewing words before reading, maybe having a word wall

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How is dyslexia defined in the literature?

dyslexia is difficulty learning letter sounds and learning to read and spell words

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?

decoding, spelling, reading automatically/fluently

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How is dyslexia defined in the literature?
-Trouble connecting the sounds that make up words with the letters that represent those sounds. Trouble with phonemic awareness, rhyming.

What are some areas of need that the literature has found are common among individuals who identify as dyslexic?
-Decoding
-Short term memory
-Sound out unfamiliar words
-Reading with fluency