The epidemic poses a major challenge to dyslexia. But we know how to solve it.

As the new school year draws to a close, teachers as a group will divert their attention from worrying about the depth of learning disadvantages of students and begin to zero in on where individual students are. Nonetheless, looking at the differences in lost learning between two different groups of students, one from Sweden and one from England, can shed light on how to best help students with dyslexia in the United States move forward.

There were many different approaches to education in Sweden and England during the epidemic. Sweden has not closed schools in most areas. England, on the other hand, responded to the epidemic just like the United States, closing school buildings and turning to distance education.

When my company’s researcher, Lexplore, Compared The results of more than 57,000 Swedish students in Gadi 2 and 6 for 2019 and the assessment results for spring 20 to 2021, they found that students in 2021 are 10 percent behind or seven to eight months behind average students in reading ability. This decline affected both struggling and skilled readers, and was most evident among high school students.

In England, students averaged 5 per cent marks or just four months behind. In England, however, the decline was more pronounced among struggling readers.

What does this mean?

The most likely explanation for these discrepancies is that distance learning actually led to more reading for many students. Strong readers continued to practice and improve, but struggling readers were less likely to practice and so they fell further behind. We see a similar pattern every summer: students who are struggling experience a deeper summer slide than their peers.

The good news is that the strategy to help get these students back on track is no different than any other year if a little more serious.

Early evaluation

First, it is essential that teachers gain an accurate understanding of each student’s reading level as quickly as possible. If struggling students are asked to read and practice at a very challenging level, they are only being prepared for failure. This will not help them progress, but it will discourage them and make them want to spend less time reading. Teachers may need to revisit basic reading skills and identify specific skills deficiencies that need to be addressed. It is important that all the books provided to the student for reading practice match the scope and sequence of the skills being taught.

Teachers may need to consider audiobooks or other assistive technology that students fall behind in reading, especially in the later grades, to gain knowledge of the vocabulary and content they need to progress in other subjects.

Since there is a wide gap between skilled readers and those who are struggling, it would be helpful for teachers to use more group learning to work together on exercises and exercises targeted at students with similar abilities.

Readers who struggle, especially those with dyslexia, will catch on and get meaningful profits if they get the right level of intervention. If a school or district is lucky enough to train teachers, they will catch up even faster Orton-Gillingham method, Which is widely used for students with dyslexia.

Practice, practice, practice

If the lack of practice makes at least part of the growing gap between skilled readers and struggling readers clear during periods of epidemics, then more distance is the obvious way to bridge this gap. Of course, the problem is that people don’t tend to enjoy the activities they struggle with, and students who find reading difficult are no different.

This once again underscores the importance of evaluation. Understand where students’ abilities are and help them find the right texts that they are eager to read. Materials that target their abilities will make them feel profitable, and aligning them to their liking will help motivate them to practice. For example, it is important to provide Hi / Lo Books with high interest and low readability Supplement them with audiobooks for older students (grades 3 and above) for reading practice and to increase vocabulary. The goal is to master the reading skills while engaging that student.

Parents also have a role to play here. Since conflicting readers also tend to be reluctant readers, teachers should contact parents and seek their help to motivate their children to read more at home.

This year’s challenges may seem daunting, but while teachers have more ground to cover than the normal year, the basic strategies are the same. We need to find out where each student is and make sure they have plenty of opportunities for proper matching practice.

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