“Dyslexia” is not synonymous with “non-reader” — and it is misleading to use the two as interchangeable. There maybe many reasons for an inability to read, and dyslexia is only one of them. Applying “dyslexia” too loosely is more than semantic misuse; it may actually preempt interventions that are more appropriate and less expensive.
What are the intervention therapies for a non-reader?
INTERVENTIONS BEYOND STANDARD INSTRUCTION
If students are beyond the third grade and have still not learned to read, we must assume that they have already encountered all of the standard reading instruction — whether it is phonics, whole word, language experience, or any other method — so, we can reasonably assume that more of the same will not be an answer.
CONVINCING STUDENTS THEY CAN READ
For non-readers beyond the third grade, there is an additional problem — they first need to be convinced that they can read. They have confronted the non-reader label over and over again, so they begin to identify as a non-reader, and they become less motivated to keep Continue reading “How SOI Helps Non-Readers”