| March 2nd is Read Across America Day in honor | | | | able to read it which helps maintain the flow of |
| of Dr. Seuss' birthday. We all know how important | | | | the sentence which aids in comprehension. Do |
| reading is not only to our success in school but to | | | | check for understanding of the vocabulary word |
| our success in life as well. Think about how much | | | | to ensure they remember what it means. If it is |
| you read throughout your day; everything from | | | | not possible to read the story before the child, |
| the TV guide to menus at restaurants to a good | | | | monitor vocabulary as they read. When they get |
| book to food labels and the mail. This list could go | | | | to the end of a sentence, talk about the |
| on and on. | | | | vocabulary word and what it means in that |
| Many children struggle with reading skills. Reading | | | | sentence. |
| disorders are the most commonly diagnosed | | | | When children struggle with reading, they need to |
| learning disorder in America. Most children are | | | | be shown that reading can be enjoyable and can |
| diagnosed as having a developmental reading | | | | help them learn about the world around them. |
| disorder, though at one time all reading disorders | | | | Here are some ideas for making reading |
| were categorized under the heading of Dyslexia. | | | | enjoyable: |
| However, the use of this term was inconsistent | | | | 1) Visit your local library (in person or online) to |
| which lead to confusion among educators, parents | | | | find out what kinds of reading programs they |
| and psychologists. Thus, this term is no longer | | | | have. Some offer story time, organized reading |
| used as the overall heading for reading disabilities. | | | | programs, individual programs, special events, etc. |
| So, what is Dyslexia? Dyslexia is an impaired | | | | Review their offerings to see if there is |
| ability to learn to read. It is a neurological condition | | | | something your child might enjoy. These activities |
| that is not the result of hearing or vision | | | | allow children to interact with books in a different |
| difficulties or from poor reading instruction. There | | | | way than at school which may encourage them |
| are several types of Dyslexia that a child can | | | | to read. |
| experience; these include: | | | | 2) Pair written books with books on CD (or your |
| Deep Dyslexia is present when a child has | | | | MP3 player). This way they can read along with |
| difficulty writing letters and words, with integrating | | | | the audio book. This helps reinforce sight words |
| the sounds of letters, with understanding word | | | | as they can read these along with the audio |
| meanings and when pronouncing less familiar | | | | portion. It helps them learn unfamiliar words as |
| words. | | | | they are hearing them read aloud while looking at |
| Literal Dyslexia is present when the child has | | | | the printed word. It also helps a child to hear the |
| trouble identifying or naming letters, matching | | | | story being read with good rate and rhythm |
| upper and lowercase letters and matching letters | | | | which helps with overall comprehension of the |
| to their sounds. | | | | story. |
| Neglect Dyslexia is present when a child neglects | | | | **Your child may like to make their own audio |
| one side of words. This can occur on the either | | | | books by reading a story into a recording device. |
| the left or right side and is not the result of vision | | | | Then then can listen to themselves read the |
| difficulties. It is most notable on lengthy words, | | | | story as they follow along with the book. |
| for example a person might read "maginable" for | | | | 3) Watch TV. While this may sound like a strange |
| "unimaginable". | | | | idea, there is a reading twist to it. Turn on the |
| Phonological Dyslexia is present when a child has | | | | closed captioning option while they are watching |
| difficulty sounding out words. They can read | | | | their favorite show. This way they can read along |
| words that are familiar but have trouble reading | | | | with what the characters are saying. This is similar |
| unfamiliar words. | | | | to following along with the audio books but it |
| Pure Dyslexia is present when a child has difficulty | | | | allows the child to also see what is happening |
| with reading but does not experience any trouble | | | | which can help with vocabulary and |
| with writing. | | | | comprehension. Adding a DVR to this activity may |
| Semantic Dyslexia is present when a child has | | | | be helpful if the child needs to pause or rewind to |
| difficulty with the meaning of words. This | | | | read it or watch it again. |
| confusion leads to trouble reading. They may say | | | | 4) Make a set of vocabulary cards. Take a deck |
| a synonym, antonym or subordinate of the word. | | | | of playing cards and write one vocabulary word |
| For example, they may read "cat" as "dog" or | | | | on each card (you can write it directly on the |
| "teach" as "taught". | | | | card or on masking tape and stick it to the middle |
| Spelling Dyslexia is present when a child has | | | | or the back of the card). Continue adding words |
| difficulty reading both familiar and unfamiliar words | | | | until you have used all 52 cards. After adding new |
| and has trouble identifying letters. They may read | | | | words play a card game such as "go fish". When |
| words one letter at a time, even with it is a | | | | the child gets a card with a word on it they have |
| short, familiar word. | | | | to tell what the word means as part of their turn. |
| Word Dyslexia is present when a child can read | | | | You do the same on your turn to help them learn |
| the individual letters of the word but cannot read | | | | the definitions. You can also use this for spelling |
| the word. | | | | practice. When you get a card with a word on it |
| There are many things you can do to help a child | | | | tell the child the word and have them spell it by |
| with a reading disability. These tips can be used to | | | | either writing it down or spelling it out loud. |
| help any child successfully complete a reading | | | | 5) Institute Family Reading Night where every |
| activity, not just those with a reading disability. | | | | member of the family sits and read quietly |
| It might be helpful to break down a lengthy | | | | together for a short period of time (such as 20 |
| reading assignment into smaller chunks to help the | | | | minutes). This helps show that even adults read |
| child feel more successful. Take a short break | | | | books and that reading can be an enjoyable and |
| between reading sections so they do not feel | | | | stress free activity. For this reading time, don't |
| overwhelmed by the task. | | | | worry about employing any strategies, just let |
| To help with comprehension, build background | | | | them read. It is especially important to be sure |
| information before reading. Talk about what the | | | | they are reading something that is at their level |
| story is about (you can usually get a pretty good | | | | so they are not bored or struggling during this |
| idea based on the title and cover art). Ask what | | | | time. |
| they know about the subject. This helps build | | | | Your overall goal is to help them become more |
| reference points so the child can relate what is | | | | successful readers but remember to make it a s |
| going on in the story to something they have | | | | stress free and enjoyable as possible. Practice |
| done or learned. Write (or draw) story maps as | | | | reading outside on a nice day, let the child choose |
| the story is progressing. This helps the child pick | | | | the book they would like to read. If your child |
| out the important information in the story as well | | | | begins to show frustration or fatigue, take a |
| as helps them to learn the flow and organization | | | | break and come back to it a little later when they |
| of the story. Having this synopsis of the story | | | | may be more willing to put in the effort. |
| can help in retention as they can use it to | | | | Remember, if they are struggling with reading at |
| "refresh" their memory. | | | | school they are not going to want to come home |
| If possible, read the passage before the child. This | | | | and struggle more so think of ways to encourage |
| way you can talk about the vocabulary in the | | | | your child to read and help them find ways to |
| story before they actually read it. Then when | | | | make reading enjoyable whether they have a |
| they come to the word in the story they have | | | | reading disability or not! |
| had some experience with it and may be better | | | | |