Reading skills are fundamental for success in school. What is the relationship between providing appropriate reading instruction and adaptations with assisting students who are identified with dyslexia?
What will be an ideal response?
Ans: Answers to this question will vary but should include elements of the following: Research-based characteristics of the condition of dyslexia are the following: (a) sound to letter association, (b) poor memory for words, (c) slow oral reading, (d) slow silent reading, (e) oral reading with flat and disjointed intonation, (f) reverses sounds, (g) omits inflectional endings, (h) interchanges short words, (i) adds words when reading aloud, (j) cannot read aloud, (k) cannot comprehend a passage without reading several times, (l) does not remember letter sequences.
Teachers need to focus on these skills and deficiencies and that focus can help to improve reading skills. An example is a teacher works on the speed of reading and fluency with appropriate-level texts so the student with dyslexia can practice with common vocabulary and build up a sight-word base.
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