Syllable division

Spelling

Phonemic Awareness

Handwriting

Stage of Writing

Syntax

Semantics

Grammer

Symbols for sounds, Decoding words,

Other problems experienced by people with dyslexia could include the following: Learning to speak, Retention of phonological and phonemic awareness tasks, Learning letters and their sounds, Reading words in isolation, Organizing written and spoken language, Decoding words, memorizing number facts, Reading quickly enough to comprehend (reading with appropriate accuracy, rate and prosody), Persisting with and comprehending longer reading assignments, Spelling, Learning a foreign language

The key characteristics of dyslexia are difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

Early screening and intervention for students at risk of dyslexia can significantly improve reading outcomes.

The role of the Kansas Dyslexia Handbook in supporting educators and students with dyslexia is to provide guidance and information to a broad spectrum of educators and stakeholders. This handbook also helps with how to identify, teach and support students with dyslexia and other reading difficulties.

Dyslexia is a lifetime condition that cannot be outgrown-TRUE

What is the most effective approach for teaching reading to students with dyslexia?--A multisensory and structured literacy approach

Decoding-The process of translating written words into sounds or meanings.

Fluency-The ability to read with accuracy, speed, and expression.

Comprehension-the understanding and interpretation of written text.

A learning disorder characterized by difficulty reading and decoding written language

Students with dyslexia often have difficulties with phonological awareness-TRUE

-This principle is critical for learning how to read and spell.

-The Alphabetic Principle can be broken up into two parts:
 1. Alphabetic Understanding-knowing that words are made up of
letters and sounds.
 2. Phonological Recording- knowing how to translate letters into the
appropriate speech sounds

-Orthographic mapping-process of storing words for automatic
retrieval

-High Frequency Words: Hard to sound out words that occur most
often in the English language. (word lists)

-Fluency is important because our brain can only do one thing at a
time. Reading demands that we attend to two operations –
decode individual words, and engage in a cognitive processes to
understand what we are reading.

-STAGES

Stage 0-Emergent Literacy Stage (basics of print)
 Stage 1-Formal Reading Instruction- (decoding, alphabetic system)
 Stage 2-Decoding-reading word by word, begin fluency skills (primary grades)
 Stage 3-6-Build fluency skills (comprehension, read more complex text.)

-Provide time to read-practice makes perfect!

-Having a well stocked classroom library is essential.

- Repeated Reading- (Samuels, 1979, 2002, 2006),
 Samuels stated that for children to efficiently recognize words they go through 3
stages:
 1. Non accurate stage-children have difficulty recognizing and reading words.
Reading is “choppy”
 2. Accuracy Stage- students are able to read and recognize words accurately but
it takes them time and effort to do so. They tend to read slowly and without
expression. May not understand what they are reading.
 3. Automatic Stage- Students read accurately and without much effort.

-Simultaneous Repeated Reading

-Neurological Impression

-Prosody is reading with proper expression, volume, phrasing,
intonation or stress.
-Intonation provides the melody of language that results from the
use of stress, pitch and juncture.
-Juncture helps children decide if the sentence/words/phrase says: Light housekeeper or lighthouse keeper

-Foundational skills-encoding of words into written symbols

-Composition-knowledge of the topic. Ability to choose words and order the logically.

-The Word Recognition strand includes:
Phonological awareness, decoding, and sight recognition.
All of these strands intertwine together. If the student has
mastered all of the strands, reading comprehension will
take place.

-Meaning Processing System- reviews stored vocabulary for possible meaning of word (example: glass)
Context Processing System- involves background knowledge and language structure

-Orthographic Processing system-print

-Phonological Awareness-Having the ability to hear and manipulate sounds in words.

Word Awareness- Knowing how many words are in a sentence. (clap out
words, push up counters for words)
-Alliteration-producing and identifying words that start with the same sound
(name games, fun phrases)
-Syllable awareness-counting parts in a word (clapping, pushing up
counters, breaking up words and have students guess)
-Rhyming- words that end with the same sounds

-Alphabetic Principle-Insight that spoken words are made up of a sequence of somewhat separable sounds-called phonemes
-Phonemic Awareness-spoken language consists of a series of small sound units or phonemes and the
ability to manipulate these phonemes (sounds)

PRINT AWARENESS

-There are 3 levels of word knowledge: Unknown, acquainted, and established.

-Vocabulary Programs Should:
• 1. Provide children with frequent, extensive, and varied language approaches.
• 2. Includes instruction in individual words.
• 3. Provides students with instruction in learning words independently.
• 4. Fosters word consciousness-builds students interest in words
• This also involves reading, writing, speaking, and listening

-EXPOSURE

-
1. Learning Basic Vocabulary- Building basic vocabulary words. Learn to Read most frequently used words in
English language. (sight words)
• 2. Learning to Read unknown words- learning to read words that are already in their oral vocabulary (sight words
and high frequency words)
• 3. Learning New words that represent known concepts- these words are not in oral or reading vocabularies-
but they have an available concept of the word (ELL learners)
• 4. Learning New words that Represent New concepts- MOST DIFFICULT

-Beck & colleagues (2003, 2013) suggest 3 tiers of words:
• Tier One Words- Basic Words. Don’t necessarily need to be taught. (dog, cat, house)
• Tier Three Words- low frequency words. Usually found in specific domains of literature. Usually
taught in content areas (science, social studies, math)
• Tier Two Words- High frequency words for mature language uses. These are the words to focus
on. (ferocious, magnitude, etc.

-77% of English language learners speak Spanish.

-English learners have substantially lower test scores than English-speaking students.
-It is important to make students feel comfortable and provide as much support as
possible.
• -Build on student experiences and familiar concepts.
• -Provide students with background knowledge
• -Designate language and content objectives for EACH lesson
• -Graphic organizers.

-Make instructions as clear and simple as possible.

-Use pictures or real life objects.

-Give additional practice and time for activities.

-Comprehension does not occur without knowledge.

-The construction-integration model states that comprehension occurs when an idea in the text is linked to another or when the reader uses prior knowledge.

-ELL students need to be taught to use their cultural beliefs and knowledge to make connections in reading.

-The four strategies are:

-Conscious efforts that you ask your students to deliberately use. (making
inferences)
-Flexible-(used various places in reading, should be adaptable)
-Lead to Higher Level Thinking-(take students into deeper interpretation of the text)
-Help to Reflect and Monitor- (metacognition) Readers understand themselves as
readers. They know what to do before, during, and after reading.
They think about what they have to comprehend in text.

• Making inferences-readers can infer meanings by using information in text and using background knowledge to help understand what they are reading. (connect ideas together)
• Determining what is important-readers have to figure out what is important in what they read, especially with digital text
• Summarizing-realize what is important about text and state it in their own words
• Dealing with Graphic Information-readers need to understand how to use this information and what it is for
• Locating Information-learning where to find information in book (table of contents, glossary, internet)
• Critically Evaluating Information-reader must assess the credibility of information (print and digital)

Pre-Phonetic-place letters on page with no regard to words (Scribbles)

Semi-Phonetic-represents some phonemes with graphemes (beginning sounds)

Phonetic-nearly every phoneme is represented by a grapheme

Transitional-Students realize that words cannot always be written as they sound

-This can be done in a variety of ways, and occur several times a week or everyday of the week.
-The teacher can serve several roles such as facilitator, coach and guide.
-The students role is to support and help each other.
-Writing workshop usually begins with teacher instruction on a specific writing skill.

-Drafting-Writing thoughts/ideas on paper. Do not worry about punctuation, spelling, complete sentences. Spend
time writing. Look at the graphic organizer that was created and write about the ideas in the organizer.

-Revising-Revising means looking closely at the writing piece. Add or remove sentences. Make sure the writing is clear to audience members.
Improving transitions and using antonyms for redundant words.
Developing characters or topic more deeply.

-Editing/Publishing-Edit for spelling, punctuation, complete sentences,
capital letters, run-on sentences.
Rewrite or type final draft of writing. Add title page, etc.

Interactive whiteboards and tablets/laptops

Software and Apps:

Learning Management Systems: platforms like Google Classroom or Canvas to organize lessons, assignments, and grades.

Online Resources:

Virtual libraries, educational videos, and subject-specific tools, like Prodigy and phET.

Communication Tools:

Video conferencing and messaging apps

Assessment Tools:

Formative assessments: quizizz, edPuzzle or google forms

Data Analysis Tools: GoGuardian or Renaissance Learning to track student progress.

Creative Tools:

Design Tools: for student projects

Video Creation: for creating short, reflective videos

3D Design

Helps students understand word meanings and structures.

Supports vocabulary development and spelling.

Enhances reading comprehension by breaking down complex words.

Teach common prefixes, suffixes, and root word.

It focuses on phonemes and their role in speech.

Phonological awareness is critical for learning to read and write.

Helps students recognize sound patterns and improves decoding and spelling skills.

Develops listening and speech clarity.

• Syllables: Breaking words into parts (e.g., “butterfly” → but-ter-fly).

• Onset and Rime: Identifying the initial sound (onset) and the rest of the word (rime).

• Example: “cat” → onset: /c/, rime: /at/.

• Rhyming: Recognizing and producing rhyming words.

• Blending: Combining sounds to form words (e.g., /d/ + /o/ + /g/ = dog).

• Segmenting: Breaking words into individual sounds.

• Phoneme Manipulation: Adding, deleting, or substituting sounds (e.g., “hat” → “cat”).

• Games:

• “I Spy” focusing on sounds (e.g., “I spy something that starts with /s/”).

• Bingo with pictures of words that have similar phonemes.

• Apps and Technology:

• ABCmouse: Focuses on phonemic awareness.

The Two Main Strands:

1. Language Comprehension (Becomes increasingly strategic):

These skills help students understand what they are reading. The strands include:

• Background Knowledge: Understanding the topic or context of the text.

• Vocabulary: Knowing the meanings of words.

• Language Structures: Understanding grammar, syntax, and sentence structure.

• Verbal Reasoning: Making inferences and understanding figurative language.

• Literacy Knowledge: Recognizing text structures and genres.

2. Word Recognition (Becomes increasingly automatic):

These skills focus on decoding and recognizing written words. The strands include:

• Phonological Awareness: Recognizing and manipulating sounds in words.

• Decoding: Mapping letters to sounds to read words.

• Sight Recognition: Instantly recognizing familiar words.

As students master individual strands, they become more tightly woven, leading to fluent and strategic reading comprehension. Weaknesses in any strand can affect overall reading ability, so all strands must be explicitly taught and practiced.