Could you suggest to me practical, effective methods of improving decoding (besides repeated reading) for high school students with LD? I am interested particularly in in languages with shallow transparent orthography.
Hi two strategies you could try inference; To teach inference, gather a suitcase full of objects, and have students describe what the owner of the suitcase must be like based on inferences made from the items in the suitcase. Relate the activity to clues that the author gives in a story or passage from which students can draw inferences. The other is to employ the 3-2-1 Strategy
Use the 3-2-1 strategy to measure student engagement. After students read a passage, have them write 3 things they learned, 2 things that are interesting, and 1 question they may have about what they read. Good luck.
Thanks for your answer, Susan, but i asked about suggestions that may improve exclusively decoding, not understanding. I focus on decoding abilities of students with reading difficulties or dyslexia that study on high schools. I appreciate your willingness to help.
Lots of different and very repetitive methods have ben shown to help including phoneme/grapheme cards that students use to help identify as they hear or see the words. You might , or already have looked at, look at LD@school website for curretn research although I think this is pretty much English based which isn´t a particularly shallow orthographic language.
I'm not sure if this is totally relevant, but Sparks, Ganschow, and colleagues look specifically at language learners with learning difficulties. In a couple of studies they used multi-sensory structured language as the basis of explicit instruction in the L2 phonological/orthographical system and actually found that it also improved L1 phonological/orthographical skills.
I guess I would suggest having a look at their linguistic coding differences hypothesis (LCDH) for some help with your students.
http://www.ncbi.nlm.nih.gov/pubmed/7884298
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