This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 1.5 hours).
Dyslexia is one of the most common learning difficulties affecting both children and adults. While no two individuals struggle with the same set of symptoms, most people with dyslexia must work harder than their peers to develop literacy skills.
Reading comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (Snow, 2002, p.11). Extracting meaning from text is to understand what the author has explicitly or implicitly stated. Constructing meaning is to interpret what the author has written based on the reader’s background knowledge, experiences, capabilities, and abilities.
A well-trained teacher or tutor in an adult literacy program should be trained in at least three methods, including the multisensory approach, which has proven to be effective for adult students with learning disabilities. A multisensory method uses a combination of visual, auditory and tactile-kinesthetic instruction to enhance memory and learning. Following is a list of multisensory structured language programs. This list does not include every available adult literacy reading program; however, many of the programs listed are based on the “Orton Gillingham-Stillman Approach.” This approach is often described as the grandfather of many successful multisensory
For educators or older students with learning disabilities (LD), the increasing expectations for advanced literacies require increasingly sophisticated instructional responses. Research reviews on teaching reading to adolescent students with LD testify to the importance and timeliness of this issue, and they present valuable instructional guidance. This research tends to emphasize three areas of instruction: 1) word study, fluency, and vocabulary, 2) comprehension, and 3) motivation and engagement. It shows that when research-based reading instruction is implemented, older youth with LD can succeed.
Understanding and remembering what you read is not only a personal rush, it saves you a lot of valuable time! Rereading the same material over and over is a sink hole that will drag you down and keep you from having enough time to get all of your assignments done. So what’s a better way?
Bamboo Learning offers FUN, FREE voice-based learning activities for kids to keep up with grade level, and even exceed. All products are on Amazon Alexa, are easy to get started with, and easy-to-use.
When it comes to accommodating middle and high school students with dyslexia, educators don’t need to reinvent the wheel. There are more struggling readers in the United States than fluent readers who have the skills to not only decode text, but to understand and draw deeper meaning from what they’re reading. Students without the foundational skills to read are enduring a range of challenging classroom experiences. They need appropriate assessments so that educators can provide them with effective instruction. Once middle school or high school students have been identified as dyslexic, educators can accommodate them in three different ways.