Dyslexia affects children in schools all across the world and can make reading and writing extremely difficult to learn. Dyslexia often leads to low retention and difficulty comprehending what is often taught in the standard school curriculum. By rethinking the way reading is taught in school, dyslexic students may be able to more easily keep up with their non-dyslexic peers.
The 5th week of learning to read in class is a critical time because students recognize the relationships between how letters look and how they sound, especially if the letter does not look how it should logically sound.
Sherri Barlowe, an elementary school teacher, has done just that. By changing the way she teaches reading at an early level, she has found a way to more efficiently communicate with dyslexic students, and her method is gaining praise nationwide. She groups learning words and phrases up into small sounds, often accompanied by amusing anecdotes to more easily sink in and allow her dyslexic students a better retention rate.
Key takeaways
- There becomes a point when children notice the different between letters and the sounds they make.
- strategy is important when children come across a word they do not know.
- phonic stories help children apply meaning to word structure.
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