Helping Dyslexic Students to Read

Dyslexia is a variation in the manner in which the brain processes language, from moderate to severe. With the right balance of school and home support, most children with dyslexia can learn how to read fluently.

Objective and systematic instruction that progresses sound-letter knowledge and understanding of how written language works is a very important way to improve children with dyslexia learn to read. At home, parents can use simple techniques to give dyslexic children the greatest available start in reading.

How to Teach a Dyslexic Child to Read

Individuals with dyslexia lose phonemic comprehension – the ability to understand the words that make up the individual sounds. In their learning environment, structured and clear training tends to resolve the issue for most children with dyslexia. Once a child has learned the idea of phonemic awareness, they start focusing on phonics skills – connecting sounds to letters to learn to read words. This is when the students start to develop a working vernacular. Eminent reader Linnea Ehri has found that the alphabetic system provides a mnemonic that helps students secure new memory vocabulary and grammar, both pronunciations and interpretations. Parents can help this development at home through a variety of activities using phonics to sound words out and develop the vocabulary for their child.

It is important to limit sessions to ensure the attention of your child is not worn out, and just focus on a couple of new words per session. Studies have shown that teaching too many words to children during a lesson reduces engagement.

Constructing CVC (Consonant-Vowel-Consonant) Words:

Lay out in two rows a set of alphabet cards-one for consonants and one for vowels. The six letters start with: s, t, p, n, a, i. Also have set of pictures using the specified letters, which are CVC words (consonant‐vowel‐consonant). Some explanations of these are pan, tin, or tap. Tell the kid to pick an picture, and name the object. They could also identify the initial sound, and choose the corresponding letter. Then do the same with the finishing sound.

Lay the two consonant cards with a gap between them, and request kids to identify the missing middle vowel. Then question them if they should use the remaining vowel to make a word with certain consonants. If they make ‘pan,’ for example, they can also make ‘pin.’ To help cement them in memory write down their CVC words. For each discussion add another letter building their CVC word bank.

Adjective Alliteration:

Teach your child to select an entity, a location or a person. Reflect on, and recognize the first sound in the word. Now simply come up with an adjective that has the same beginning sound (describing the word). Put them together and have the boy, for example, draw a picture of a blue balloon or a muddy mountain.

Afterwards those who try to sound out the two words and write down the letters for the sounds they hear. Laud all the right letters, point out the significance of a letter that may be incorrect but that denotes the right sound, and help them to work out what letters or sounds they overlooked.

Locating Mistakes:

Select a book that you’ve read with your child. Reinterpret the text but fill in some errors. Using the wrong vowel, such as ‘cer’ rather than car. Forget to double a letter (‘cal’) or add an extra letter (‘bookk’).

Asking your child to read this text which seems familiar. Tell them that there are some spelling errors and that they should circle every word they can seek that doesn’t look right. Admire all the issues they experience, and ask if they understand what went wrong and how to fix it. If not, then jointly explore the problem.