In an English Rhetoric class, one of my professors once articulated the logic of learning. For a person to authentically take command of his/her knowledge he said, they must be able to teach what they have learned (Lumsden, 2012, in-class). This is an important insight for learners and particularly those learners with Dyslexia. Dyslexia, a specific word reading disability causing a deficit in phonological awareness (PA) fluency and comprehension, affects 72% of the children in Alberta with learning disabilities. Through years of research in the field of dyslexia, empirical evidence demonstrates that prevention by way of early intervention is the most successful method to offset dyslexia (Shaywitz, Morris, & Shaywitz, 2008, p. 462-463). However,
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27, 29). Loosely adapted from Worley and Naresh's case study of students peer tutoring in math classes, this supplementary activity pairs older struggling students with younger students from lower grade levels. Older students will act as the tutors while the younger students will be their tutees. An important consideration of this activity that the teacher should keep in mind is the tone with which they present the activity. Overall, the older struggling students must feel a sense of empowerment from becoming a tutor. Overarching the supplementary activity is the notion metacognition: the intention of this tutoring activity is to facilitate a conscious awareness of words-attack strategies for the older students. Essentially, the older students are taught how to use Fry's How to Teach Reading program and in-turn will tutor a younger student using the program. Prior to pairing students, the older struggling readers will take a "course" taught by their teacher; in which the teacher models the necessary skills for reading. In essence, the teacher is providing scaffolding not only for the "course," but also for the struggling …show more content…
39) will be directly applied to the tutor program. However, students with dyslexia will likely struggle with route memorization. Therefore, since Step 4 focuses on additional tools from Serravallo's book of strategies will be added to complement the sight word memorization. Teacher will instruct tutors on two additional activities. First, is a simple approach called "get your eyes ahead of the word," (Serravallo, 2015, p. 121) in which the older partner runs his/her finger under the words at slightly faster pace than the tutee is reading, forcing both students to look ahead. The second strategy, a combination of two strategies (Serravallo, 2000, p. 116-118), will have the tutor and the tutee read aloud in unison matching each other's fluency, including prosody and intonation. Tutors will learn that tone and punctuation guide
27, 29). Loosely adapted from Worley and Naresh's case study of students peer tutoring in math classes, this supplementary activity pairs older struggling students with younger students from lower grade levels. Older students will act as the tutors while the younger students will be their tutees. An important consideration of this activity that the teacher should keep in mind is the tone with which they present the activity. Overall, the older struggling students must feel a sense of empowerment from becoming a tutor. Overarching the supplementary activity is the notion metacognition: the intention of this tutoring activity is to facilitate a conscious awareness of words-attack strategies for the older students. Essentially, the older students are taught how to use Fry's How to Teach Reading program and in-turn will tutor a younger student using the program. Prior to pairing students, the older struggling readers will take a "course" taught by their teacher; in which the teacher models the necessary skills for reading. In essence, the teacher is providing scaffolding not only for the "course," but also for the struggling …show more content…
39) will be directly applied to the tutor program. However, students with dyslexia will likely struggle with route memorization. Therefore, since Step 4 focuses on additional tools from Serravallo's book of strategies will be added to complement the sight word memorization. Teacher will instruct tutors on two additional activities. First, is a simple approach called "get your eyes ahead of the word," (Serravallo, 2015, p. 121) in which the older partner runs his/her finger under the words at slightly faster pace than the tutee is reading, forcing both students to look ahead. The second strategy, a combination of two strategies (Serravallo, 2000, p. 116-118), will have the tutor and the tutee read aloud in unison matching each other's fluency, including prosody and intonation. Tutors will learn that tone and punctuation guide