Dyslexia Intervention.pdf

A psychologist conducted research on dyslexia and other learning disabilities, aiming to identify children at risk for reading difficulties and develop a classroom-based program to address these issues. The project, a type of Response to Intervention (RTI), introduced phonological awareness training and direct instruction in letter/sound knowledge to teachers in a Canadian school district. The program was designed to be sensitive to the needs of English Language Learners (ELL) and native English speakers. Children were assessed from kindergarten to seventh grade, and instruction was implemented by general education classroom teachers within the core classroom. The RTI version used was based on principles such as early screening, good classroom instruction, and teacher training in phonological awareness and phonics skills. The intervention emphasized Tier 1 skills, including phonological awareness, phonics, reading comprehension, vocabulary, morphology, and word analysis strategies. A screening tool was used to identify children at risk, consisting of tasks such as letter naming, phonological awareness, simple spelling, and syntactic awareness.