I-N-D-E-P-E-N-D-E-N-T: increasing reading independence for students with dyslexia

Due to their unique brain profile, children with dyslexia struggle with acquiring basic literacy skills. Even after basic reading skills have been learned students with dyslexia may still struggle greatly with generalizing their skills to new contexts. Researchers have found that 75 percent of children identified with reading problems in third grade still struggle with reading in ninth grade. Based on federal, state, and local test data, early reading interventions have not been highly successful for students who are at risk for reading failure, many of whom are showing indicators of dyslexia. The brain studies have shown us the why; we now know the neural signature for dyslexia. 80 percent of children who are struggling with learning to read have dyslexia. Extensive reviews of reading research have shown us the what: we know that effective literacy programs must include the instruction of Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension strategies. And lastly, we looked to the brain researchers and the teachers who have been highly trained in the Orton-Gillingham principles to show us the how to effectively teach children with dyslexia. Our national, state, and local problem: Too many children with dyslexia struggle with becoming proficient, independent readers. This improvement initiative explored the addition of Peer-Assistive Literacy Strategies (PALS) to an existing evidence-based literacy program; this research has built on the why, what, and how of literacy instruction by adding an additional learning tool that helped foster the generalization of reading skills that led to greater independence for dyslexic children