Below Grade Level Readers and Dyslexia Family Resource
Novel writing is my life's biggest passion. I've always loved reading, and that's what got me interested in writing. Not everyone, though, has this perspective on reading. As a teacher, I frequently encounter students who dislike reading. For various reasons, such as boredom, some children may not like reading as much as I did when I was a child. However, there are other factors that contribute to certain students' dislike of reading besides boredom. Imagine my surprise when I learned, while pursuing a master's degree, that kids may dislike reading because they find it difficult. These kids could be categorized as reading below grade level. To close the gap between the student's current level of reading proficiency and that expected of all students in that grade, a student who reads below grade level requires additional training beyond that offered to peers who are generally developing. For a variety of reasons, including limited phonemic awareness, speech and hearing problems, and a lack of prior book exposure, children may find reading challenging. This still astounds me. Reading is something I've always enjoyed. I made the decision to start this blog as a result. This blog will be useful to parents of kids who may not be reading at grade level.
Achievement gaps occur when there is a lack of preparation in a child's early years. But after
kids start school, they usually continue to fill in the gaps from before kindergarten. As a result, kids who are falling behind in reading will continue to fall behind. The effects on students and society of poor literacy and early learning abilities are extensive. Most dropouts are children who are behind in reading; their chances of enrolling in a four-year university lessen when they fall behind in reading. Because most of the curriculum, in school, is taught through reading, third graders who are not reading at grade level suffer academically in every subject. Also, most adult jobs, ongoing personal success, and the maintenance of democracy require reading skills.
As a parent, I'd want to know what indications to watch for if my child was having difficulty reading at grade level. Avoidance and sluggish, laborious oral reading are two indicators that a child may be having difficulty reading. Additionally, they could choose books that are well below grade level while still having difficulty reading those texts. Also, a child may display difficulty decoding words. Reading difficulties can occasionally have dyslexia as their underlying cause. Failure to learn and memorize the alphabet is one of the symptoms of dyslexia. Additionally, a child could show signs of having trouble remembering and writing their name. Not being able to recognize typical rhyming patterns is another indicator that a child has dyslexia.
As a teacher, my first course of action is to try to get the student's help if I observe indicators of dyslexia or a student who is reading below grade level. Notifying the student's parents of my observation is the first step in this process. Discussing the necessity of having the student evaluated with their parents is always the best way to proceed. Screening for reading difficulties is the first stage in the RTI/MTSS process. In addition to being taught by highly competent instructors who have received the requisite training, this curriculum should include all the components that have been determined to be essential for teaching reading effectively. The next stage in screening students who are below grade level readers is to provide them with more learning opportunities. There should also be periodic progress monitoring to test specific reading skills in order to see if the student receiving intervention is responding appropriately. This development should then be charted to provide a visual record of the actual rate of progress in specific reading skills. Finally, the style and level of assistance should be changed based on the student's rate of growth. Even if special education eligibility is determined, this cycle of progress monitoring and intervention modification should continue.
No matter where they start, teachers want to see every student advance at least one year in each grade. Children who are behind must work twice as hard to compensate for their gaps. Families and teachers must work hard to help students who read below grade level. To support students with dyslexia and readers below grade level in an inclusive classroom, certain strategies can be implemented. Students can work in pairs to evaluate texts using a graphic organizer as one technique for below-grade level readers. Another method for helping students who read below grade level is to assign them shorter extracts to complete while more advanced readers read lengthier works. One strategy that can be utilized with dyslexic students is to teach new language in short and manageable pieces so that they are not overloaded. Another strategy for assisting dyslexic students, in an inclusive classroom, is to provide several opportunities for language recap and review. Teachers could also utilize a variety of approaches to help kids with dyslexia memorize new words, such as sketching, music, and gestures.
In conclusion, a child who is having trouble reading won't suddenly catch up to grade level. Also, dyslexia cannot be outgrown. Yet, this does not exclude your child from learning to read and succeeding. I could gush endlessly about the value of reading. I could go on and on about what your child's teacher should do to assist them. However, you will be your child's most significant teacher. In order to intervene on your child's behalf, look for assistance. Here are two resources to assist families with reading.
Freechildrenstories.com, which was established in 2008, was founded on the straightforward tenet that a child's growth comes first. Their goal is to provide traditional, meaningful storytelling for no cost to every parent, teacher, or student who has access to the internet.
Popular children's books are read aloud by notable actors in the program Read to Me. There are activity books with practical suggestions, questions for discussion, and lesson plans that are simple to modify to fit the Common Core State Standards. The website is attractive and totally free.
Resources
Drost, Bryant. (2019, June 18). Strategies to support students who are below grade level. https://www.nea.org/professional-excellence/student-engagement/tools-tips/strategies-support-learners-who-are-below
Cutting, Dr. Laurie. (2017, April 11). What are factors that contribute to reading failure?. https://www.hmhco.com/blog/what-are-the-factors-that-contribute-to-reading-failure
Dickman, G.E. (2006). RTI and Reading: Response to Intervention in a Nutshell. Perspectives on Language and Literacy, Special Conference Edition. International Dyslexia Association: Baltimore, MD. https://www.readingrockets.org/article/rti-and-reading-response-intervention-nutshell
Meade, Sam. (2019, January 23). How to identify Dyslexia in your classroom. https://educationelephant.ie/dyslexia/identify-dyslexia-classroom/#:~:text=Signs%20to%20looks%20out%20for,rate%20than%20the%20average%20student
Scholastic Parent Staff. (2022, May 23). What to do if your child is reading below grade level. https://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/child-reading-below-grade-level.html?eml=PAR%2Fsmd%2F20211026%2FTWTR%2FPost%2FPAG%2FReadingBelowLevel
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