How to Support Students with Dyslexia - Heather O’Donnell
Get to Know Heather:
Former special education teacher who worked with kids with autism
Dyslexia practitioner through the Wilson Reading System
Structured literacy dyslexia interventionist
Started a tutoring practice called New Paltz Multisensory in September 2018
Works with students not only with dyslexia but also with kids with special needs, autism, and children who are in self-contained classrooms.
Passionate about reading and writing instruction and loves watching kids’ confidence soar
Can you tell us some signs of dyslexia? What are some flags we can look for as teachers K-2nd?
First, when we see a student struggling with reading, we shouldn’t say, “Let’s wait and see how it goes.” Instead, say, “What can I do to help this student?” This is because when students get into the upper grades, not being able to read has a great impact on them. The sooner we can implement interventions and strategies, the better.
Flags to look for:
Students struggling to learn letters, sounds, and rhyming. Preschool is a time when students are learning to make words rhyme, and when they can’t, we need to take note of that and implement intervention.
Students struggling with phonemic awareness tasks. If a child can’t move around and manipulate sounds (for example, change the word belt to bet) after focused and explicit practice, you need to take note of that.
Students struggling with decoding CVC words. If students still struggle to decode simple words even with support and visuals, this is a concern and could signal possible dyslexia.
Family history of difficulty reading. Dyslexia tends to run in families. If someone in a child’s family struggles with reading or has dyslexia, that increases a child’s possibility of having it.
Take note: One of the hardest parts of identifying dyslexia during the K-2nd year is that we tend to say, “Let’s just give it more time.” This is because students with dyslexia are normally so verbal and have so much to say. It’s hard to separate their social abilities from their reading abilities. As teachers, we need to stop saying that students “will come around.” If they're having difficulty learning, we need to put practices in place immediately. The sooner the better!
What are some myths about dyslexia?
Myth: Dyslexia is all about reversing letters.
Fact: Dyslexia isn’t only letter reversals. Many letter reversals happen that are still age-appropriate for any student (b, d, p, q). Visual discrimination issues are part of dyslexia, but that alone is not dyslexia.
Myth: Kids with dyslexia see floating letters.
Fact: Kids with dyslexia do not see floating letters, as some may think. Colored overlays that are thought to help with this are not going to cure dyslexia.
Myth: Kids with dyslexia aren’t trying hard.
Fact: Kids with dyslexia can be very bright, have a large vocabulary, and can be great conversationalists. It can often appear that they aren’t making an effort to read, but in actuality, kids with dyslexia work three times as hard as most kids while trying to read.
How can we support students who show signs of dyslexia?
Teachers Grades K-2:
For parents, O’Donnell suggests that the child will need a school evaluation so that we can learn more about the child’s learning profile and their style. Address the reading concerns and why you think the child needs extra help.
For teachers, collect any data you can on what the child can and cannot do. Do they know letter sounds? Do they know letter names? Can they read a CVC word? If not, can they read a VC word? Collect data and figure out specifically where the child is struggling. We need data that shows why our alarm bells were set off. Then, you can begin to provide intervention.
When we collect this data and talk about the whole child, everyone comes together (teacher, psychologist, principal), to best support the child and give them what they need.
As you’re preparing to sit down with a parent to chat about their child, what might we as teachers say during this tough conversation?
What parents see at home → what’s expected → what you see from the child → bring it back
What parents see:
Ask questions about reading and their child. Does your child like to read at home? Often students who have reading difficulties love audiobooks but don’t love reading themselves.
What’s expected:
Talk about the current benchmark expectations for the class.
What you see from the child:
Then talk about where the child is and your concerns. Maybe the benchmark is reading blends, but their child hasn’t reached that benchmark. Perhaps they’re having trouble retaining words, decoding CVC words, etc. Chat about what you see in the classroom and provide data.
Bring it back:
What are you noticing? Do you notice these things at home? Phrasing things this way isn’t accusatory or negative.
Notes:
When you have a strong connection and communication and relationship with parents, conversations like these are easier. Ensure you’re building this throughout the year.
Reiterate that you as the teacher want the best for their child. Let them know it’s a team effort and they have your support.
The sooner these conversations can happen in a student’s elementary career, the better.
What books, courses, or resources do you recommend for teachers?
If you’re just getting started:
This book shows what the reading process should look like and advises teachers and parents. It’s a great entry-level, evidence-based book that covers all the bases.
Emily Hanford’s articles and podcast
These are not all dyslexia-focused, but in general, they talk about the importance of reading and the science behind reading. Emily Hanford’s articles are great for parents who are suspicious that their child needs reading help but aren’t sure why it’s happening. Her work is always research-based and accessible.
Podcast: Sold a Story
This book keeps in mind the strengths of children with dyslexia. It’s great for parents who are trying to understand their child and their reading journey.
Have a parent passionate about advocating for kids with dyslexia? This book is for them!
Highly recommended! Anyone who’s teaching kids to read will benefit from this course. Consider seeing if you can purchase it through your district.
Connect with Heather:
Instagram: newpaltzmultisensorytutoring
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