Dyslexia Resource

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As a parent of a dyslexic child, I found myself searching for tools to assist me in teaching my child to learn to read/live with dyslexia. After researching the subject and discovering dyslexia is a phonological processing disorder. English is not an intuitive language to learn to read; there are as many exceptions as there are rules. With dyslexia there is a letter to sound disassociation inhibiting a persons ability to read. After researching the solution presented itself; breakdown words into graphemes, practice the phonics, and provide an entertaining medium to present the teaching material.

Setting Up For Teaching Success

  • Teaching a dyslexic is best done one on one.

  • Remove auditory and visual distractions. (Turn off electronics.)

  • Take care of bodily needs; hunger, thirst etc…

  • Remove people distractions.

  • Choose a quiet location.

  • Learn the tell signs for when a student needs a break; fidgeting, darting eyes, bouncy leg, trouble paying attention. Don’t push through the lesson. Stretch. Do as any office worker does who is maintaining an effective ergonomic environment. Then return to the lesson or simply end it and pick up where left off in the next session.

Evaluation- This is only part of the evaluation process, and dyslexia presents itself in many forms; in my experience this is the fastest way, and the most inexpensive too.

  • Step one. The quickest way to evaluate a child is to listen to them read, and observe if they are sounding out the words or reading from memorization. A few signs of dyslexic child are; slow, choppy, inaccurate reading, guesses based on shape or context, skips or misreads prepositions (at, to, of), ignores suffixes, can’t sound out unknown words.
  • Step two. Determine what the child is hearing. Start with single vowels and consonants and have the student repeat the sounds. Correct any mispronunciations.
  • Pronunciation. begin with all short sounds. (EG. The letter b should be pronounced as a fast /b/ and not have the SCHWA sound added, ‘buh’. SCHWA is the uh sound that is added to every vowel uses. We do not pronounce the word bus as buh-us. Strong fast sounds (b, c, d, g, h, k, p, t, w, and y)Soft sounds (c, f, h, k, p, s, t, x, ch, th and sh)Commonly confused sounds
    • F and Th L and R M and N
    • Sh and Ch T and Ch B and P
    • V and F They and Thirty D and T

Below are lists of digraphs, trigraphs, R controlled vowels, vowel consonant and consonant vowels are provided single point of reference to practice.

Digraphs

    • bl br ch

    • cl cr dr

    • fl fr gl

    • gr pl pr

    • sc sh sk

    • sl sm sn

    • sp st sw

    • th tr tw

    • wh wr

Trigraphs

  • sch scr shr sph spl spr squ str thr chr

Consonant vowels

  • ba be bi bo bu

  • ca ce ci co cu

  • da de di do du

  • fa fe fi fo fu

  • ga ge gi go gu

  • ha he hi ho hu

  • ja je ji jo ju

  • ka ke ki ko ku

  • la le li lo lu

  • ma me mi mo mu

  • na ne ni no nu

  • pa pe pi po pu

  • qua que qui quo

  • sa se si so su

  • ta te ti to tu

  • va ve vi vo vu

  • wa we wi wo wu

  • ya ye yi yo yu

    za ze zi zo zu

    R Controlled Vowels

  • Ar, ard, arge, ark, arm, arn, arp, art
  • Er, erge, erk, erm, ern, erve
  • Ir, ird, ir, irt, irth
  • Or, orch, ord, ork, orm, orn, ort
  • Ur, urb, url, urn, urse, urt
  • Vowel consonants
  • ab ac ad af ag ah aj ak al am an

  • ap aqu as at av aw ax ay az

  • eb ec ed ef eg eh ej ek el em en

  • ep equ es et ev ew ex ey ez

  • ib ic id if ig ih ik

  • il im in ip is it iv iw ix iz

  • ob oc od of og oh oj ok ol om

  • on op os ot ou ov ow ox oy oz

  • ub uc ud uf ug uh uj uk ul um un

  • up us ut uv uw ux uy uz

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