Dyslexia Indicators in 4th, 5th, 6th Grade
DYSLEXIA INDICATORS IN 4TH, 5TH, 6TH GRADE
Dyslexia is found on the lower end of a continuum of reading skills (Elliott 2020; Shaywitz, S., Escobar, Shaywitz, B., Fletcher, and Makuch 1992). Students with dyslexia range from those who experience difficulties with phonological awareness and word level difficulties to those having profound difficulties with reading and writing that persist throughout their lives.
Characteristics:
- Moderately inherited Trait
- Difficulty with phonological processing which impacts decoding and blending of sounds
- Slow reading fluency compared to others in their grade
- Difficulty with graphology, morphology, and phonology that impact encoding - spelling
- Difficulty with rapid automatic naming of familiar objects (word retrieval). This translates to difficulties recalling written words
Potential Indicators of dyslexia 4th, 5th, 6th grade:
- Lacks fluency in oral reading at instructional or independent level
- Omits, transposes, substitutes, or adds sounds when spelling phonetically regular words
- Difficulty with written expression
- Avoids reading/writing tasks
- Word retrieval difficulties
- Significant gap between reading comprehension and listening comprehension skills
Framework to support students identified with dyslexia:
- Differentiate universal instruction in the classroom
- Intervention
- Special Education
Critical Principles of Reading Instruction
- Early intervention based on individual needs
- Instruction guided by assessment
- Instruction is systematic, cumulative, and systemic
- Explicit instruction
- Feedback addresses individual needs
- Opportunities to apply strategies to better generalize skills
- Collaboration
- Educators engage and motivate students
Content of Instruction |
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