Reading
Comprehension for Students with Dyslexia
Eileen Bailey
Students with dyslexia often focus so much on
sounding out each word they miss the meaning
of what they are reading. This deficiency in reading
comprehension skills can cause problems
not only in school but throughout a person's life. Some
of the problems that occur are
a lack of interest in reading for pleasure, poor
vocabulary development and difficulties
in employment, especially in job positions where reading
would be required.
Teachers often spend a great deal of time helping
children with dyslexia learn to decode new words, decoding
skills and improving reading fluency. Sometimes reading comprehension
is overlooked.
But there are many ways teachers can help students with
dyslexia improve their reading comprehension skills.
How To Detect
Early Reading Struggles
Reading comprehension is not just one skill but a
combination of many different skills.
The following provides information, lesson plans and
activities to help teachers
work to improve reading comprehension skills in students
with dyslexia:
Making Predictions:
A prediction is a guess as to what will happen next in a
story.
Most people will naturally make predictions while they
read, however, students with dyslexia
have a hard time with this skill. This can be because
their focus is on sounding out words
rather than thinking about the meaning of the words.
Summarizing:
Being able to summarize what you read not only helps in
reading comprehension
but also helps students retain and remember what they
read.
This is also an area students with dyslexia find
difficult.
Additional: A
Language Art Lesson Plan on Summarizing Text for High School Students
Using Texting Vocabulary Learning new words in print
and word recognition
are both problem areas for children with dyslexia.
They may have a large spoken vocabulary but cannot
recognize words in print.
The following
activities can help build vocabulary skills:
Organizing
Information –
Another aspect of reading comprehension that students
with dyslexia have a problem with
is organizing information they have read. Often, these
students will rely on memorization,
oral presentations or following other students rather
than internally organizing information
from written text. Teachers can help by providing an
overview before reading, using graphic organizers and teaching students to look
for how information is organized in a story or book.
Inferences –
Much of the meaning we derive from reading is based on
what is not said.
This is implied information. Students with dyslexia understand
literal material
but have a harder time finding hidden meanings.
Using Contextual
Clues –
Many adults with dyslexia rely on contextual clues to
understand what is read
because other reading comprehension skills are weak.
Teachers can help students develop contextual skills to help improve reading
comprehension.
Using Previous
Knowledge –
When reading, we automatically use our personal
experiences and what we have previously learned to make written text more
personal and meaningful. Students with dyslexia may have a problem connecting
prior knowledge to written information. Teachers can help students activate
prior knowledge by pre-teaching vocabulary, providing
background knowledge
and creating opportunities to continue building
background knowledge.
http://specialed.about.com/od/readingliteracy/a/Reading-Comprehension-Dyslexia.htm
You can TCR specialist
and language dictionaries that are spontaneously
accessed.
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