Tag: intervention

Dyslexia Expert Coming to California

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Learn how one dyslexia expert is paying it forward! Decoding Dyslexia CA interviews Dr. Margie Gillis, President and Founder of Literacy How to learn more about the innovative way she is reinvesting her company’s profits into training teachers in Structured Literacy. Structured Literacy is a research-based approach to providing instruction that benefits not only students with dyslexia, but all students.

Dr. Gillis holds an Ed.D. in Special Education and is a Certified Academic Language Therapist. She is also a research affiliate with Haskins Laboratories.  Haskins Laboratories has long-standing, formal affiliations with the University of Connecticut and Yale University and it produces groundbreaking research that enhances our understanding of—and reveals ways to improve or remediate—speech perception and production, reading and reading disabilities, and human communication.

 

Decoding Dyslexia CA is pleased to announce that Dr. Gillis of Literacy How will be coming to the San Francisco Bay Area this summer to provide a weeklong (30-hour) Structured Literacy training for sixty teachers.  DDCA is co-sponsoring this training with San Ramon Valley USD.  More information on how teachers can register for this training can be found here. This training will sell out so register early.

You Asked! Question 2

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Download a PDF version of this You Asked question and answer here.

Q2:  My student is dyslexic.  The IEP team recommendation was for my student to “read more at home” but no evidence-based reading intervention was offered through school.  Will having my student read more at home help his dyslexia?

A:  It depends on what areas your dyslexic child is struggling and what they are reading.  For example, if your dyslexic child is struggling with phonemic awareness and decoding issues, they need to receive an evidence-based multisensory, direct, explicit, structured and sequential approach to reading intervention. Some reading interventions will have a student read “controlled text” passages.  These passages would only include words for decoding skills the student is currently learning. “Controlled text” reading is helpful as it is closely aligned to the evidence-based reading intervention.  Having your child do independent reading that is not aligned with their evidence-based program can cause added confusion for your child and may actually delay their reading progress. “Read more at home” will not teach a dyslexic child how to read.

It should be noted that reading out loud to your child (or providing access to audiobooks) at grade level (or above) is helpful as it exposes your child to grade level content and vocabulary that they would not be exposed to if they are unable to read at grade level.

For more YOU ASKED questions and answers click HERE