Identifying children with dyslexia is often very difficult in the early stages before the third grade. Often books children read in the first grade contain repetitive words. Much of the reading students do is supported by memory and illustrations, not decoding. Therefore, students with dyslexia can be concealed by repetitive readings and predictable text (Gary E. S, 2008). Even though it is difficult it is not impossible. In order to provide students with early interventions the best indicator to assess students during the early stage would be spelling.
Spelling requires students to decode, blend, and segment the words, and generate specific letter representation of the phonemes. During the early stage of learning students are exposed to writing known as “play” write. Using spelling in their writing teachers will see if students are able to ...
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Altieri, J. L. (2008). Fictional characters with dyslexia: What are we seeing in books? Teaching Exceptional Children, 41(1), 48-54. Retrieved from http://search.proquest.com/docview/201153719?accountid=14055
Gray, E. S. (2008). Understanding dyslexia and its instructional implications: A case to support intense intervention. Literacy Research and Instruction, 47(2), 116-123. Retrieved from http://search.proquest.com/docview/205363462?accountid=14055
Schneider, W., Ennemoser, M., Roth, E., & Kuspert, P. (1999). Kindergarten prevention of dyslexia: Does training in phonological awareness work for everybody? Journal of Learning Disabilities, 32(5), 429-36. Retrieved from http://search.proquest.com/docview/194225878?accountid=14055
Skotheim, M (2009). Honoring the Child with Dyslexia in a Montessori Classroom. Montessori Life, 21(1), 36-40
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