Dyslexia Reading Program


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There is a widespread belief that dyslexic people always reverse letters or see written words backwards, but this is not true. Dyslexia means that the affected person struggles with reading. So a dyslexia reading program has to be different from general reading improvement programs.

For students with the necessary cognitive skills, all reading programs can lead to reading progress. But dyslexic students possess weak cognitive foundations, and the various reading programs that are available only cause frustration.

A dyslexia reading program can help a dyslexic student if he/she possesses the basic cognitive skills that are required for reading success. Research has conclusively established that successful reading ability is the outcome of auditory processing and similar mental tools. To achieve real reading success, a dyslexic student has to go back to his cognitive levels, strengthen basic abilities, and then use these reinforced mental tools correctly.

Research on dyslexia has clearly established that the means to tackle reading difficulties (dyslexia) lies in strengthening the foundations of the student’s basic cognitive skills. As concluded by innumerable studies conducted by the Health and Child Development Institute and others, the majority of students with dyslexic reading difficulties possess foundationally weak cognitive skills like auditory processing. So, only a dyslexia reading program that sets out to strengthen the student’s underlying cognitive skills will lead to permanent reading success.

A proper dyslexia reading program, therefore, has to identify and repair the actual causes that underlie dyslexia. First, a cognitive skills assessment has to be carried out to isolate the basic weaknesses. Then an effective training regimen has to strengthen the cognitive skills required to overcome dyslexia and lead to reading success for a lifetime.

A successful dyslexia reading program begins with basic sound blending and segmenting. The students segment words into separate units, or phonemes, and then blend the phonemes into complex sound sequences. When the probable spellings for the sound sequences have been grasped, the less probable spellings are learned.

With proper training, the patterns of sounds/letters and their appearance are learned instead of depending on the conventional usage rules. Reading, spelling and writing exercises then make the reversibility of sounds/letters clearer, with enough practice.

The application of a proper dyslexia reading program can dramatically alter the usual time taken for reading improvement in dyslexic students.

The neural functioning paths involved in reading have been mapped out by neuroscientists. It has been established by research that print is converted into sound by proficient readers, using the phonologic pathways for processing.

In place of this, dyslexic readers find it difficult to turn print into sound and they don’t use the phonologic processing pathways.

The habit of fluent reading develops with every word and depends on correct phonologic processing. A child must be able to process print phonologically to be able to read proficiently. Students learn to process spoken language as they convert print into sound by tapping into the natural systems of the brain. So the pathway to successful reading is phonologic processing and this is what a dyslexia reading program has to help the student to master.


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