Dyslexia Basics- Dyslexia Association

Independent reading: Students are able to choose their own books at their level. Students are able to independently practice and build their skills.

Guided reading: Students work in groups with other students at their reading levels. They practice their reading skills while the teacher offers support.

Repeated guided and independent practice activities help students build their knowledge and skills.

It is the teachers responsibility to meet the needs of their students. Teachers take results from assessments to identify the particular needs of students to differentiate their instruction. Examples of differentiation may be: forming small groups with similar needs then adapting and implementing instruction to target their needs, providing more time and opportunities for practice, and more instructional time, making instruction explicit and systematic, offering texts specific to the students level,

https://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching

The purpose of reading is to get meaning from text, the purpose of writing is to communicate that meaning. Teachers must model and support students to be able to display their reading and writing skills. Feedback is extremely important for student improvement. Teachers should explicitly teach student about reading strategies and how to use them. Some strategies are to: Look for parts of the word you know, sounding out the word, and to double check the word makes sense in the sentence.

We monitor student progress through assessment. The assessments have students read for 1-2 minutes as we calculate how many words the student read correctly. Teachers, students, parents/ guardians are able to see their progress. If the student is not making progress schools offer independent or small group reading intervention and instruction. Monitoring student reading progress determines our teaching strategies and lesson planning.