Hello!
My name is Barbara, and I am a current graduate student at Arizona State University in the MA Education program. I am in the midst of a research class. I am looking into strategies for improving reading comprehension and skills and writing skills for students with Dyslexia in elementary grades.
I hope to find more current research studies and gather professional opinions on this topic. Do you have any best strategies you would suggest for improving reading and writing skills with these learners?
Thank you in advance for taking the time to read my questions.
Regards,
Barbara Lucke
Have you looked at cognitive-musical rehabilitation? And also timeboxing?
Hello Steve,
Thank you for getting in touch. I appreciate your response and look forward to looking into it.
Thank you for the suggestion.
Best,
Barbara
hi,
There are good research articles on this topic: You can go through the cross references also,
Martins LZ, Cárnio MS. Reading comprehension in dyslexic schoolchildren after an intervention program. Codas. 2020 Feb 10;32(1):e20180156. Portuguese, English. doi: 10.1590/2317-1782/20192018156
Berninger VW, Nagy W, Tanimoto S, Thompson R, Abbott RD. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9. Comput Educ. 2015 Feb 1;81:154-168. doi: 10.1016/j.compedu.2014.10.005
Nascimento TA, Carvalho CA, Kida Ade S, Avila CR. Fluency and reading comprehension in students with reading difficulties. J Soc Bras Fonoaudiol. 2011 Dec;23(4):335-43. English, Portuguese. doi: 10.1590/s2179-64912011000400008
Barth AE, Elleman A. Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers. Lang Speech Hear Serv Sch. 2017 Jan 1;48(1):31-41. doi: 10.1044/2016_LSHSS-16-0041
Fusco N, Germano GD, Capellini SA. Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Codas. 2015 Mar-Apr;27(2):128-34. English, Portuguese. doi: 10.1590/2317-1782/20152014013
Vaughn S, Roberts GJ, Miciak J, Taylor P, Fletcher JM. Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. J Learn Disabil. 2019 Jan/Feb;52(1):31-44. doi: 10.1177/0022219418775113
Books:
Michael Farrell. The effective teacher's guides Supporting disorders of learning and co-ordination : effective provision for dyslexia, dysgraphia, dyscalculia and dyspraxia [3 ed.]
Marci Peterson MEdThe Dyslexia Guide for Adults: Practical Tools to Improve Executive Functioning, Boost Literacy Skills, and Develop Your Unique Strengths
Kristina Smith; Heather MacLeod-Vidal 65 Classroom-Ready Lessons to Help Struggling Readers and Students with Dyslexia Learn to Love Reading: Teach reading
Daniel Franklin PhD, Louis Cozolino PhDHelping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyslexia, Dysgraphia, Dyscalculia, ADHD, and Processing Disorders [1 ed.]
Alais Winton; Joe SalernoFun Games and Activities for Children with Dyslexia: How to Learn Smarter with a Dyslexic Brain
Gavin Reid, Nick Guise, Jennie GuiseThe Big Book of Dyslexia Activities for Kids and Teens: 100+ Creative, Fun, Multi-sensory and Inclusive Ideas for Successful Learning
this is may sound so ordinary but just try if it works for you...
.use the power of music ,play a song which you think fits the age of the child with lyrics and as the song goes the lyrics will also appear on the screen ,detect a word which the child likes and let him write it.Try a song which word repeats more than 3 times .Nursery rhymes will do.
Anne Mangen in University of Stavanger has interesting research about this topic. I think you can find her here on Researchgate
1. Discuss the topic of the passage about to be read. Ask the student what words he thinks might appear in the story. You could perhaps write these words out ( the ones that actually do appear) and learn them ahead of time. Discussing the topic ahead of time regularly, will help the student understand how being sensitive to context is helpful in terms of predicting the next word.
2. Read from a bookstand. This will prevent the waste of valuable resources that could be being used for visual and language processing, being used instead to:
a) hold the head up when in a forward-leaning posture.
b) focusing ( accommodation)
c) eye-teaming
The change made in freeing up resources with the bookstand ( ideally for reading and writing) can be very significant indeed.
3. Besides knowing what words sound like, good spellers know what words look like. Training this vision skill (visualization) is essential for being a good speller, and to be good at mental arithmetic too. You need to be able to compare what you wrote with the image of the word generated in your brain. That's when we say " Hmmmm, that doesn't look write".
This is critical when working in the context of opaque orthographies.
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