Unlocking Achievement in Students with Dyslexia and ADHD

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Unlocking Achievement in Students with Dyslexia and ADHD
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Structured literacy, an evidence-based dyslexia intervention, combined with thoughtful accommodations, benefits students with ADHD and reading disabilities. Learn about these approaches here.

Learning to read is the most difficult cognitive task for many children who are just starting school. Without a strong foundation, students may never use reading as an effective learning tool. Some students, particularly those with dyslexia, face challenges that undermine reading development and require remediation. The good news: Appropriate interventions work., a genetically rooted reading disability, affects the ability to decode and spell words.

When teaching students with dyslexia, it is important to use evidence-based practices that have a significantly higher success rate than other approaches. Structured literacy is one such approach. It provides daily instruction in phonics through a carefully sequenced program offered to small groups of students with similar skill levels.

Assign homework that reflects the student’s current reading level so they can complete work independently.also impact reading and writing. Students with ADHD may decode well, but still not read accurately. Executive function includes the ability to stay focused on the correct place on the page, as well as to process and organize information.

Students with ADHD may also skip around the page, read impulsively or too quickly, or miss word endings, modifiers, and smaller words. They may lose track of content details and struggle to sort new information. They may not be able to maintain attention or retain information through longer passages. Comprehension becomes undermined by these inaccuracies.Strategies that help students stay focused on the page, like using a straight edge or their finger to stay on a line.

If this seems like a lot to ask, rest assured that supports for students with dyslexia and ADHD benefit all students’ growth.

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