Does a dyslexic kid need more than Science of Reading approach in school?
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Anonymous
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I'm sure it depends on the intensity of dyslexia and when instruction starts, but in your general experience, does a kid with dyslexia need more intensive intervention than a school-wide program that is informed by the Science of Reading?
The Science of Reading seems to be a general concept encompassing phonics-based instruction and the type of instruction that generally benefits dyslexic kids as well as others, but there are a bunch of different Science of Reading curricula out there, and I'm sure they each vary. We will be doing some out-of-school tutoring with an OG tutor, but within school, do we need to push for more intervention than a Science of Reading approach? The school district uses Science of Reading and seems proud of it, but I'm not clear whether my dyslexic kid will get what he needs with that. Is it more about the level of intervention needed (i.e. more intense one-on-one) and less about needing a different approach, or is he likely to need some kind of specialized approach beyond what a reading interventionist would normally offer? They are dragging their feet about an IEP and talking a lot about the Science of Reading, so I'm trying to understand if an IEP would just be more of the same instruction or would really unlock some different kind of instruction. |
Anonymous
| Science of reading is basically just phonics-based instruction. A general education curriculum that uses phonics and a specially designed dyslexia program that uses phonics are two completely different levels of intensity and instruction. For a dyslexia program, your child would be assessed in their specific deficit areas and have intensive, repetitive, small-group instruction that breaks down every aspect of reading, starting with mastering syllables if needed. It's completely different than grade level ELA instruction. Your school sounds like they're playing with you! |
Anonymous
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No, there really is no "Science of Reading" and slamming phonics down a kid's throat does nothing for a dyslexic kid any more than serving a lactose intolerant person more cheese. This is a marketing myth, a repeating trend, and we are all tired of it.
https://rss.com/podcasts/drandy/892347/ |
Anonymous
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“Science of reading” is multi sensory learning to read if your kid needs that. (Orton gillingham, Wilson, Lindamood bell all use forms of multi sensory reading learning). There’s not then a difference for different subjects like science or history etc). Basically you remediate the reading to get to as fluent you can as young as passable as an ideal. Then you are switching usually in school by later elementary for all kids from “learning to read” to “reading to learn”. My DC still needed reading remission through 6th.and it’s not like they’re ever going to have the easiest time reading.
Many kids with dyslexia will always read at a less fast pace and have some things they may trip them up even if pretty well remediated. The accommodations for other subjects then are things like anything you can possibly listen to on audio, longer time for assignments and particularly tests, getting notes from teachers is possible to reinforce. There’s nothing that will equalize school for kids with dyslexia with the traditional way of teaching and expectations- but it’s just finding those accommodations you can that can try to help. Check out understood.org for other things to ask for in IEPs and 504s. DC is now in high school and does read at less fast pace (notice not to use “slow” because schools think you mean comprehension then!) And stumbles on some reading things despite having been through tons of OG and hitting “OG-3). And will always likely have some reading lags - but other gifts. But basically the IEP is for services for OG or learning to read. But then you go to a 504 for the reading to learn phase. Be thankful your school cares and knows the science of reading at all. We had to do all real support that helped outside of school and at our cost. |
Anonymous
| A science of reading approach will be very beneficial to a child with dyslexia. The school wants to see if your child will make progress before recommending an IEP. |
Anonymous
School districts often slow roll these. It’s BS to say they want to see if progress. That shouldn’t matter if the kid has a need |
Anonymous
| Our school district has always used a “science of reading” approved phonics curriculum and my rising K son will still be getting 20 mins of 1:1 pull outs for reading daily. Even that seems paltry but he will only have so much stamina. I would push for more direct intervention |
Anonymous
| Reading interventionist here: Different people mean different things by "Science of Reading." Most kids with dyslexia (but not all) have weak phonological skills and weak phonics skills. Some kids have trouble with rapid naming (RAN/RAS), processing speed, working memory and other issues. You can't change someone's processing speed or working memory, but you can make a huge impact on weak phonological and phonics skills. Even if your child's SpEd teacher knows exactly what to do, there isn't enough time at school to teach a dyslexic student to read in the 60 or 90 minutes they'll get in SpEd. Good that you can do the outside tutoring. |
Anonymous
Thanks for this insight. That totally makes sense to me (although it's also really sad). |
Anonymous
It’s the special education law. Schools cannot just label all kids as disabled. Schools also can’t just take all kids out of the general education setting (least restrictive environment). Schools do want to help. There are different systems in place for support besides special education. |
Anonymous
I agree that schools do generally want to help, but parents also shouldn't have to fight tooth and nail to get services that work for a kid with a disability. Dyslexia IS a disability, and kids who have it won't just learn from the normal classroom instruction like other kids (or they probably already would have!). Even if a kid is miraculously just a slow learner (because why? ELL student? Out for illness for an extended period?), they obviously need targeted and effective intervention to learn to read, and good instruction for dyslexic students would also help them. Worst case scenario, they would end up learning super fast and breeze through it because they don't have dyslexia, and then they'd be back in the classroom with the other kids ASAP. It's not like parents whose kids aren't struggling are begging for intense pull-out reading instruction for a kid who is several years behind grade level. I just don't understand why there's such reticence. I get that resources are limited, and that needs to be solved. It's the kids with the least privilege and opportunities who will lose our no matter what if the right supports aren't available. I am also not a fan of the idea that kids need to be mainstreamed all the time. The concept was good because kids were unfairly being assumed to be dumb and incapable and were funneled away from real academics and opportunities. But now it has swung so far the other way that kids who have real needs can't actually get them met because they are mainstreamed, and the parents who can afford it are, ironically, taking their kids out of public and moving to privates focused on those disabilities. Both of my kids have disabilities but very different ones, and I see this happening with both disabilities. The parents know the mainstream classroom isn't really good for their kids. |
Anonymous
| The Science of Reading is based on the convergence of evidence and includes instruction in phonological awareness, phonics and word recognition, fluency, vocabulary. listening comprehension, and reading comprehension. What else is there? I would love to see the addition of morphology. But, the the science of reading is the correct approach for all readers. Each reader will vary in their need to target specific areas more deeply. As noted by PP, some dyslexics have deficits that are cognitive in nature and for which there are no evidence based interventions. |
Anonymous
| No. You need one in one OG 3-4 x week. Time is of the essence. |
Anonymous
OG is the science of reading. How do you think it is different? Also, OG does not work for everyone. It's become a package that parents are familiar with, but if you examine the literature the evidence is equivocal. Many OG students later hit a wall as difficulty increases and spelling issue linger. If it does work for your child, great. Intervention is meant to be individualized and no program is best for everyone. |
Anonymous
| What do you do after OG? |