One in 10 persons has dyslexia. Two to three have serious problems. In a class of 30, three children are dyslexic, with one badly afflicted. If you consider additional learning challenges, a teacher has at least four children in their class who need particular attention. To understand and encourage a student, you must know their strengths, places for development, and how they learn best. An in-depth strengths and weaknesses evaluation can help teachers understand their students and provide the right support. This doesn’t necessarily require more funds, since there are modest yet effective approaches to encourage learners. Gaining parents’ trust and keeping communication open also helps.
Needs-Based
Understand a learner’s needs and how they absorb and retain knowledge. Dyslexic learners sometimes have trouble maintaining their information; they may seem to have received it in class, but the next day they may have forgotten it. Moving on to the next lesson is challenging in the classroom. The dyslexic learner then struggles with knowledge follow-up. You can only build a brick wall so far before the foundations fail. Solid foundations are necessary for a student’s further learning. Detailed assessment by readlearningcenter.com helps the teacher build the student’s learning.
Most tests include single-word, non-word, and comprehension reading. Reading accuracy, pace, and timed comprehension are also measured, although for older students and exam access.
Word-By-Word
Schools often use single-word reading tests. This shows a child’s ability to read out of context and, if performance is analyzed, sight reading and decoding skills. Some children may do well on these exams but struggle with comprehension and non-word reading. Teacher assessors and consulting psychologists utilize several single-word reading tests, although they all seem to be similar, with increasingly harder words. You may examine a student’s ability to decode and break down words in a single-word reading test, but not alone.
Vocabulary
Reading comprehension examines a learner’s ability to grasp and recall text. Reading comprehension is the second most crucial test. Many comprehension exams exist. It can be tested by:
- determining the truth of a statement
- Filling in missing words, cloze activities (with or without pictures)
- reading aloud or quietly and answering questions with or without text
- punctuating a reading paragraph
Many learners are intimidated by reading passages, so it’s crucial to ease them into the process by starting with easy assignments to develop their confidence, even if they’re starting below their age-appropriate level, as measuring their knowledge of the material is important.
Nonfiction
Non-word reading is commonly examined in Year 1, but seldom later. Non-word reading (reading made-up or “alien” words) helps us assess if a student can break a word down into phonetic pieces (syllables, blends, phonemes, graphemes, and digraphs) and grasp phonics and sounds vs sight-reading words. If pupils struggle with non-word reading, their reading and vocabulary may suffer.
Children can memorize just so many sight words at once (dyslexic learners also are recognized as having a weaker short-term and working memory so recognizing sight words and memorizing words is not usually a forte). As we become older, we’re better at storing words in long-term memory, so many people don’t decipher. Regardless of age, you must be able to decode unfamiliar words. First-year phonics evaluation identifies weaknesses in these areas. If we had strong focused help in years 2 and 3, we’d save time and money later.
Supporting
Using all three baseline reading tests with a learner can help instructors obtain a better knowledge of the learner’s issues and give a more tailored intervention plan, rather than a “shotgun” approach. Coordinated, systematic, cumulative help is needed. It’s crucial to emphasize and follow up on withdrawal interventions in class. In a small group or one-on-one intervention, a planned scheme should help the learner transition from non-words and phonics to reading whole words. Then, the reading must translate to spelling and context. All reading should be comprehension-based. There are many reading and spelling treatments, but instructors must ensure that students may cross-train. All lessons should be recapped as needed, and if one strategy isn’t working, other teaching and intervention strategies should be considered. If a pupil doesn’t learn how we teach, teach them how they learn.
Each learner is different, thus programs should be examined and updated as needed. If learning is to be effective, instructors and support workers must boost the learner’s self-esteem and drive.
