Teaching Reading Requires Multiple Methods
Marion Blank, Ph.D, authored several great books as well as Reading Kingdom, an online reading curriculum. In this post, I highlight the reading techniques she uses. Dr. Blank doesn’t specifically target students with dyslexia — rather she acknowledges that children come with a variety of brains, some of which are dyslexic! These brains are all wonderful and different and therefore a great teacher uses more than one method.
In fact, Dr. Blank’s reading curriculum outlines six different approaches to teaching reading. She recommends using them all in a classroom to address the various learning needs of the students. Her success is due to a playful, supportive approach. She structures many chances for success rather than pointing out failure.
I’ve provided a sample of her techniques below. There’s much more in her book.
Sequencing is the Starting Point
Sequencing from left to right does not come built-in! This is especially true for children with dyslexia who often don’t process the idea of left and right clearly and may have trouble into adulthood remembering left hand/right hand. Modeling left to right must come before asking the student to remember left to right. Dr. Blank uses symbols other than the English alphabet — small pictures that tell a story. The child puts the symbols in order and tells a story left to right.
Writing is Part of Teaching Reading
Dr. Blank uses the English Alphabet starting with c, j, l, o, i. First, the adult models the letter, then the child writes immediately below. She uses a lot of colors, so a whiteboard is nice, or a good set of richly-colored pencils. Letters must be started at the top, placed on the line, the same size as the model, and approximately the correct shape. For two-stroke letters, model each stroke separately at first. A 20-degree tilt on the writing surface is helpful, as is wrist support by gently holding the child’s wrist to reduce strain during learning.
Phonology (Sounds) are One Link to Reading
This activity can be done in a group, so children with dyslexia are not left confused and shamed. Linking sounds to symbols proves especially difficult for the dyslexic brain, so plenty of support should be offered.
Dr. Blank offers this “Find the Word” technique, as well as several others. Ask the group to find the word among similar words: “This is k-i. It starts the word kid. Find kid on this line; kid, kiss, kick.” Even better: put kid, kiss, and kick on different papers and lay them on the floor so students must run around to find the right one. The group can gather around the one they think is right. This way, no student is singled out as wrong and the teacher has a beautiful opportunity to reinforce the correct response by pointing out why it is right and congratulating the group for finding it.
Find and Fill
Filling in letters with plenty of support is powerful when teaching reading. Say, “This is the word park.” Then show p _ _ g, h _ _ t, p _ _ k, p _ _d and ask which one can become the word park. Be sure the child works from left to right. Immediately correct errors by showing the correct response. Do not make the child continue guessing! Never tell a child they “should” have known that! After showing the right answer, let the child find it again to reinforce it. This activity should be fun and friendly. If it turns into some sort of test, it will do more harm than good, by far!
Spot and Sort
When using “Spot and Sort” with dyslexic children, it’s important to provide lots of hints and support. It helps to put the words on moveable cards or a whiteboard rather than a worksheet, as this makes correcting errors much less frustrating. Show the words play and plays. Explain that some words on the board or the floor say play or plays and some do not. Point out that the words are written in different fonts, sizes, or colors but might still be the same word. Ask the child to remove any word that does not say play or plays. Correct errors immediately and without judgment. You are both on the same team! Now read all the words that remain. It’s fine to read them together so the student doesn’t have to come up with the sound by herself.
Symbol Search
When teaching reading, it’s best to approach all techniques as a cooperative game in which the child and you always win. In this game, the child discovers funny sentences or a story by filling in missing words in sentences. Having interesting content to discover is key! Who wants to be bored? The student figures out the sentence by matching symbols such as squares or stars over the blank spaces to the same symbols over word choices. If the child can write happily, have the child write the entire sentence out after solving. If not, do it together orally while you write out the sentence.
Write-in to Read
Words like if and of are notoriously difficult for children with dyslexia. Here’s one way to make it easier. Show the child the target word and tell her what it is. Give the child a sentence with a blank and have her fill in the target word and then read the sentence. Do several short sentences with the same target word. This is a great way to learn the meaning of non-content words like of, she, was, also.
Detect and Select
Here’s another way to approach those difficult little words. Tell the student, “This is the word also. Circle also every time it appears on this page. You do not need to read the other words.” (Present a short text which uses the target word repeatedly.) Monitor for left-to-right sequencing and correct errors immediately and without judgment.
Another way to raise word recognition is called Letter In: Say, “This word is each. All these words can become each when you add the right letters.”
_ _ _ h, _a_ _, ea_ _, _a_h, e_ _ _, _ _ _ _.
Teaching Reading With Puzzles
For students who love a puzzle, try Cipher Wiz. A number sequence is given to the child such as 2,4,1,3,5. A key is given to the child such as 1=also, 2=Are, 3=swimming here, 4=the boys, 5 =? The child must write the sentence by following the number sequence and copying the given words/phrases/punctuations. If the child makes an error, provide clean paper and start over. If possible, the child should look at the word or the phrase, then write from memory rather than back and forth letter by letter.
Teaching for Meaning
Provide text with words left out (blanks). Give the child a list of the missing words. The child fills in the appropriate words, then reads the passage. These passages should be short enough to ensure success most of the time. If the text is a quote from a favorite movie or a joke, it adds interest.
I’ve shared just a few of Dr. Blank’s ideas. Because Dr. Blank understands that children learn to read in a variety of ways, her book is a great guide for a teaching parent or a reading tutor.
Reviewed by Yvonna Graham, M.Ed.
www.dyslexiakit.net
@GrahamYvonna
Looking for audiobooks for your dyslexic student? Try free classics from Librivox, or newer titles read professionally from Audible for $15/mo. Don’t forget to check your public library!