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Module 3 - Instruction - Text Reading

The document discusses reading, writing, and spelling difficulties that can occur in individuals with dyslexia. It notes that dyslexia can cause problems in one or all three of these core English language art areas. Writing difficulties, also known as dysgraphia, are described. Symptoms of dysgraphia include issues with gripping pens, inconsistent spacing, and illegible writing. Strategies for addressing dysgraphia include determining dominant handwriting, checking grip, and practicing dictation. Resources for multisensory techniques to teach reading, writing, and spelling are provided.

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45 views

Module 3 - Instruction - Text Reading

The document discusses reading, writing, and spelling difficulties that can occur in individuals with dyslexia. It notes that dyslexia can cause problems in one or all three of these core English language art areas. Writing difficulties, also known as dysgraphia, are described. Symptoms of dysgraphia include issues with gripping pens, inconsistent spacing, and illegible writing. Strategies for addressing dysgraphia include determining dominant handwriting, checking grip, and practicing dictation. Resources for multisensory techniques to teach reading, writing, and spelling are provided.

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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Reading, Writing, and Spelling

The core components of English Language Art (ELA) are reading, writing, and spelling.
Dyslexia can cause difficulties in one or all three of these areas.

WRITING

Individuals who suffer from dyslexia may also have dysgraphia which is when an individual
has difficulty with writing. Just because an individual has messy handwriting does not mean they
have dysgraphia. Both dyslexia and dysgraphia are neurological learning disabilities.
Handwriting is important, it involves multiple motor, sensory, cognitive, language, and attention
function processes. These processes help to guide a student’s learning. Dysgraphia may not be
diagnosed until much later in school if ever because students have the use of technology and are
able to type their information. Some of the symptoms of dysgraphia may include but are not
limited to:

 Holding or gripping a pen and pencil are difficult


 Spacing between letters, words, and sentences are inconsistent
 The use of different letters (upper and lower case); print and cursive writing
 Illegible writing
 The omission of letters and the incompletion of words
 Grammar usage

According to Bailey (2019), when dysgraphia is detected early and through remediation an
individual may be able to overcome some of the difficulties associated with dysgraphia.
Individuals may receive occupational therapy to strengthen their dexterity and hand-eye
coordination. Before Common Core dropped the standard for cursive writing students were
taught to write in manuscript in first and second grade. During third grade, they were taught to
write in cursive where their letters were connected and by fourth grade they were writing
smoothly. Writing in cursive is helpful because there are fewer letters that can be reversed.
However, handwriting seems to be less of a concern in school today because of the use of
technology.

Some strategies for dysgraphia may include but are not limited to:

 Help the student determine their dominate hand


 Check the student’s grip as they write
 Teach the correct way for the paper to lay while writing
 Have students practice writing from dictation

Resources and activities for writing:

 6-Multisensory Techniques for Teaching Handwriting


https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/6-multisensory-techniques-for-teaching-handwriting
 10 Effective Multisensory Writing Activities for Kids
https://www.kidsacademy.mobi/storytime/multisensory-writing-activities/
 Multisensory Teaching Techniques in the Classroom
https://www.theliteracynest.com/2018/07/multisensory-teaching-techniques-in-the-
classroom.html
 Assistive Technology for Writing https://www.understood.org/en/school-
learning/assistive-technology/assistive-technologies-basics/assistive-technology-for-
writing

READING/ SPELLING

The other two areas that affect an individual with dyslexia are reading and spelling.
Instruction in reading and spelling need to be systematic and developmentally appropriate for the
learner. Individuals with dyslexia need to be taught using research-based practices and the
assessments need to align with their grade standards. Reading and spelling is the core of
learning across the curriculum.

Resources and activities for reading and spelling:

 Why Correct Spelling Is Important https://www.readnaturally.com/research/5-


components-of-reading/spelling
 8 Multisensory Techniques For Teaching Reading https://www.understood.org/en/school-
learning/partnering-with-childs-school/instructional-strategies/8-multisensory-
techniques-for-teaching-reading
 Assistive Technology for Reading, Writing & Spelling
https://www.dyslexia.uk.net/assistive-technology/assistive-technology-reading-writing-
spelling/
 Reading Programs That Work https://www.dyslexia-reading-well.com/dyslexia-
treatment.html
 What’s the best font for dyslexia? https://www.readandspell.com/us/best-font-for-
dyslexia
References:

Bailey, Eileen. (2020, August 27). The Relationship Between Dyslexia and Dysgraphia.
Retrieved from https://www.thoughtco.com/dyslexia-and-dysgraphia-3111171

Berninger, V. W., & Wolf, B. J. (2016). Dyslexia, dysgraphia, owl ld, and dyscalculia: Lessons
from science and teaching (2nd ed., pp. 27-139). Baltimore, MD: Paul H. Brookes
Publishing Co.

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