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 How do I begin this year with several first graders identified with Dyslexia?

If there are no provisions for small group instruction, that is an important first step. Students with dyslexia need... [More]

a resource from
Neuhaus Edication Center

Research-based Component 2 - Instant Letter Recognition

 
  • Neuhaus Education Center classes offer teachers activities that promote instant letter recognition and sequencing skills.
  • The ability to instantly recognize and name letters is a strong predictor of reading success. The ability to sequence the alphabet leads to efficient alphabetizing skills and dictionary use.
  • The inability to rapidly name letters, numbers, colors, and objects may be the primary or a secondary deficit in some students with dyslexia. Lack of rapid naming ability interferes with the automatic recognition of words and reading fluency.
 

References

Adams, M.J. (1990). Learning to reading: Thinking and learning about print. Cambridge, MA: MIT Press.
Allen K. A. & Beckwith, M. (1999). Alphabet knowledge: Letter recognition, naming and sequencing. In J. R. Birsh (Ed.), Multisensory teaching of basic language skills. Baltimore: Paul H. Brookes Publishing Co.
Blachman, B. (1991). Phonological awareness: Implications for pre-reading and early reading instruction. In S. Brady and D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman, Hillsdale, NJ: Lawrence Erlbaum Associates.
Denckla, M. B. & Rudel, R. G. (1976). Rapid automatized naming (r.a.n.): Dyslexia differentiated from other learning disabilities. Neuropsychology, 14, 471-479.
Neuhaus, G. F. & Swank, P. R. (2002). Understanding the relations between RAN letter subtest components and word reading in first grade students. Journal of Learning Disabilities, 78(4), 359-373.
Scarbourough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities; Contributions of phonemic awareness, verbal memory, rapid naming and IQ. Annals of Dyslexia, 48, 115-36.
Scalon, D. M. & Vellutino, F. R. (1996). Prerequisite skills, early instruction, and success in first-grade reading: Selected results from a longitudinal study. Mental Retardation and Developmental Research Reviews, 2, 54-63.
Velluntino, F. (1979). Dyslexia: Theory and Research. Cambridge, MA: MIT Press.
Wolf, M. & Obregon, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42(3), 219-247.