In today's classrooms, the tug-of-war between entertainment and education often leads to a blend commonly referred to as "edutainment." While engaging, this approach may not always support effective learning, especially for students with specific educational needs, such as those with dyslexia. To bridge this gap, the focus must shift back to foundational educational practices, particularly through the science of reading and structured literacy.
Structured literacy is a comprehensive, explicit, systematic, and multi-sensory approach to reading instruction, designed to help students with dyslexia and other reading difficulties master the foundational language skills of phonics, spelling, and reading comprehension. This approach emphasizes systematic, explicit, multi-sensory instruction—crucial not only for students with dyslexia but beneficial for all learners.
The Need for Structured Literacy
Imagine a typical classroom of 25 students; statistics suggest at least five of these students have dyslexia, and another ten, while not dyslexic, still struggle with unstructured and disconnected learning methods. This scenario highlights the necessity for structured literacy—a comprehensive method involving explicit, systematic, and multi-sensory reading instruction. It is designed to master foundational language skills like phonics, spelling, and reading comprehension, which are vital for students facing reading difficulties.
Emphasizing Explicit Teaching Procedures
One of the core aspects of bringing the science of reading into the classroom is utilizing explicit teaching procedures. Many educational materials do not automatically guide teachers in these methods, often requiring them to adapt resources to incorporate explicit instruction. Effective teaching within this framework can include several strategies:
Advanced Organizers and Demonstrations: Begin lessons with an overview and demonstrate the skill to set context.
Guided Practice with Corrective Feedback: Engage students in practice sessions where immediate feedback helps refine their skills.
Repetition and Simplification of Directions: Help students grasp multi-step instructions by breaking them down and encouraging repetition in their own words.
Routine and Predictability: Establish and maintain daily routines to help students know and meet expectations.
Resources for Administrators and Teachers: 95 Percent Group has a great Implementation Guide to give teachers and administrators some actionable knowledge, strategies, and case studies. Use this link to request and check out their guide.
Enhancing Interaction through Accommodations
To create a more inclusive and effective learning environment for all students, implementing accommodations typically used for dyslexic learners can benefit the entire classroom, even without a formal IEP or 504 Plan. These strategies, when integrated into daily routines, help address a variety of learning styles and ensure that all students have equal opportunities to succeed.
Providing Lesson Notes and Graphic Organizers: Give out notes and organizers to help students track key information during lessons.
Step-by-Step Instructions: Present new or complex information in manageable, sequential steps.
Combining Verbal and Visual Information: Use tools like overhead projectors or handouts to reinforce verbal instructions with visual aids.
Balancing Learning Modalities: Ensure a mix of oral presentations, visual supports, and participatory activities to cater to different learning styles.
Mnemonic Devices: Employ simple and consistent mnemonic devices to help you remember information. Keywords that are the same each time and are reviewed regularly (daily, weekly, monthly) can enhance recall and understanding.
Daily Review: Incorporate regular reviews of previous lessons to reinforce learning and connect new information with existing knowledge.
The "I Do, We Do, You Do" Model
Central to implementing the science of reading is the "I Do, We Do, You Do" model. This instructional strategy involves:
I Do: The teacher demonstrates the task, providing a clear model for the students.
We Do: The teacher and students work together on the task, allowing students to practice under guidance.
You Do: Students work independently, applying what they've learned while the teacher offers supportive check-ins.
This approach not only supports differentiated learning but also ensures frequent check-ins to gauge student understanding and adjust instruction accordingly. It should be apparent which students should be flagged for additional support.
Making Learning Fun and Effective
The ultimate goal is to make learning both enjoyable and effective. By shifting from a focus on edutainment to a solid educational foundation through the science of reading, all students, particularly those with dyslexia, can experience success.
This success fosters greater engagement, attention, and promptness in learning, proving that when learning is fun and structured, students are not just entertained—they are educated.
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