Teachers are superheros!
When students struggle with a task (e.g. reading), understandably, they may become unmotivated to do that task. As expected, much of the time when students struggle to decode (turn words into sounds that they can understand), they do not read as much. This is a tragedy for two reasons- one, because there are several, well-documented ways to teach decoding. Second, students with the Specific Learning Disability, dyslexia, have average to above-average intelligence by definition (i.e. in order to obtain the diagnosis). However, if students limit their reading, then their background knowledge, vocabulary, and general comprehension can be impacted.
It is our jobs as teachers and educators to ensure that this worst case scenario– in which children with difficulty decoding don’t read, and therefore become less able to understand complex information– does not happen for our students. “When children beat their heads against a wall of failure for several years, they are often scarred for life” (Wolf & Stoodley, 2007). Therefore, first and foremost, students with dyslexia should receive direct, explicit instruction from a reading or learning specialist or special educator so they can learn to decode. Decoding intervention is one of the most studied and most successful interventions there is. An Orton-Gillingham based approach (which is a hierarchical, multi-sensory approach to reading instruction) helps students with dyslexia learn to read with astonishing success (it even changes the structure of their brain!).
Dyslexia is not something people outgrow (which is positive considering all the benefits it has), but decoding struggles are absolutely something that students can be instructed beyond. Reading may always be effortful and slow for individuals with dyslexia, but it is an injustice if any student cannot properly decode words when there are evidence-based ways to instruct students in decoding.
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