Classroom reading instruction for the high school student with severe reading problems [Dyslexia]

Abstract

Many more severely reading-disabled youngsters [dyslexics] are reaching high school classrooms, yet regular English/reading classroom teachers have not had the curriculum nor the training to service these teenagers. A review of the literature revealed precise diagnosis is important since there are three subtypes of dyslexia. Many instruments to effect diagnosis are discussed in this study. Further, there is an ample research base identifying successful strategies for designing a curriculum for the severely reading-disabled. Perceptual development, schemata, and experience as a product of maturation are pupil factors increasing success potential for high school reading instruction. The instruction needs to be multisensory and highly structured with regular and pervasive reading practice for the student. Direct instruction, modeling, and overt strategy instruction with a holistic approach have produced the best results with this severely disabled population. Self-monitoring and student success are crucial. Materials and methods supported by research have been implemented in a reading program at Portage Turner High School in Portage, Wisconsin, and that program is described herein.