Overcoming Dyslexia (2020 Edition) by Sally Shaywitz M.D

Author:Sally Shaywitz, M.D. [Shaywitz, Sally]
Language: eng
Format: epub
Publisher: Knopf Doubleday Publishing Group
Published: 2008-12-24T00:00:00+00:00

MOVING FROM ACCURACY TO FLUENCY

As you are aware, fluency is a major, critical factor facilitating reading comprehension. Reflecting its great importance, especially to a dyslexic child, I will emphasize once again the key factors to keep in mind when teaching fluency. These are to practice oral reading, practice reading connected text over and over again, and provide ongoing feedback as the child reads.

Recent research emphasizes the importance of fluent reading of connected text, in contrast to fluent reading of isolated words, as an important element in the development of reading comprehension. Reading connected text should not be delayed, for this is what reading is all about: getting to meaning. By seeing the same word in different contexts, the child realizes that the same word he sees on the page may have several specific meanings, depending on the surrounding words or paragraph. Reading connected text increases a child’s vocabulary and background knowledge, two critical factors influencing comprehension.

It is important to use a reading intervention program that rapidly gets the child into decodable texts—an entry into reading for meaning—just as soon as the child starts to learn decoding. It is critical that the child read aloud to a teacher, parent, or tutor who thoughtfully and gently provides feedback.

Much has been learned about how best to implement repeated oral reading programs. Repeated reading of old materials and reading new materials both have a positive influence on word recognition and reading fluency. A child’s reading comprehension, however, profits most when he reads new materials. Simply listening to a teacher read a story does not improve word recognition, fluency, or comprehension. “While reading aloud to students is important in fostering a love of reading, learners must actively engage in the reading of connected text if they are to become skilled readers.” Dyslexic readers will both enjoy and benefit from reading books referred to as high interest, low readability (see the Appendix).

If your child hates to read and doesn’t read very well, regularly reading aloud with him will quickly alert you to a problem if one exists. A child who avoids reading is among those most in need of practice and guidance and is especially helped by your reading aloud with him and your helpful feedback. That will avoid a common downward spiral often observed in dyslexic readers: such children will avoid reading, and as a result they never receive practice or the helpful feedback and correction that will improve their reading. Children who become less involved with reading fall further and further behind their classmates. They never build the fast-paced neural circuits necessary for rapid and automatic word recognition. Even with the most reluctant reader, it is possible to find books that are comfortable—and interesting—to read aloud with you. The most pressing goal is to practice reading the printed word aloud and not to teach literature.

Reading should always be encouraged for pleasure and for knowledge. However, if a child is a halting or tenuous reader, simply encouraging him to read silently to himself will not make him a better reader.

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