On October 26, Dr. Jeanne Wanzek, noted expert on MTSS (Multi-Tiered System of Supports), joined PresenceLearning and an audience of some 2,000 education leaders and clinical professionals to present research-based guidance on planning and designing reading interventions for struggling readers.
Several audience members asked about strategies and interventions for students with dyslexia. Dr. Wanzek explained that dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition, which can affect a student’s comprehension or vocabulary development. A student’s difficulties often result from a deficit in the phonological component of language.
Phonological areas, then, become an important to provide explicit instruction and intervention. For a student with dyslexia, the strategies discussed in the webinar would be applied in phonological awareness, phonics, word recognition, and/or the fluency components of reading.
Depending where a student is in school, the interventions he or she has received, and how successful those interventions have been, there may be secondary areas like reading comprehension or vocabulary in which the student still requires help.