The International Dyslexia Association defines dyslexia as, “a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include reading problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge” (Mather & Wendling, 2012, p. 11).

Here are ways to support students with dyslexia:

Provide advanced organizers so that the student can more easily follow along with the lesson.
Use self-monitoring checklists and guided questions to improve reading comprehension.
Increase understanding of written materials by providing visual or audio supports.

References

Mather, N., & Wendling, B. J. (2012). Essentials of dyslexia assessment and intervention. Hoboken, NJ: J. Wiley.

Shaywitz, S. E., & Shaywitz, J. (2020). Overcoming dyslexia. New York: Alfred A. Knopf.

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The Craig School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate based on race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.