You can read more in my article here: dyslexiahopetutoring.com/tag/why-do-p...

This lack of training as well as funding constraints, systemic barriers, and varying interpretations of educational mandates is why kids with dyslexia are frequently denied their right to a free and appropriate public education (FAPE).

Teacher preparation programs often do not emphasize evidence-based reading methods like Orton-Gillingham, despite its proven effectiveness for children with dyslexia.

To learn more, I have an article about these brain differences here: dyslexiahopetutoring.com/tag/brain-di...

I’ll share more exercises like this some other time – doing these will help kids with phonemic awareness when they are learning to read.

Help – hope – success – Read!

Goodbye until next time!

Cook, sock, classic - the answer is /k/

Notice that in the 2nd example the /k/ sound is spelled differently – with a k, ck or c – the way it is spelled here isn’t important now. The focus here is listening, to make sure they are able to hear that the words end with the same sound.

Start by saying 3 words that start with the same sound for example, dog, donut, door and ask them what sound they all start with.

What they should say is /d/ – the sound is written like this

You can do the same thing with words that end with the same sound for example:

In Barton, the digraphs are on blue tiles (like the other consonants) and both letters that make the sound are on the same tile.

A blend is two or three consonants next to each other that each make their own sounds. There are over 75 of them in English. A few examples are: fl, pr, st, str and spr.

A digraph is two consonants next to each other that make one sound, for example: th, sh, ck, ch, and wh.

Part of the problem is it doesn’t address foundational skills. Instead it focuses on using context and pictures that results in kids resorting to guessing at words, rather than using an explicit, systematic phonics approach

You can read more about it here: dyslexiahopetutoring.com/why-is-readi...

- misreads or leaves out small words such as: an, a, from, the, to, were, are, of

- difficulty spelling even common sight words

If you have any questions or concerns about your child’s reading or spelling, feel free to DM me!

Help – hope – success: Read!

Goodbye until next time!

- reading a word then not recognizing the same word when they see it on the next page or next sentence even simple words

- instead of reading a word correctly they say a word that is pictured on the page. For example they might read bath time as bed time if the book has a picture of bed on the page

In English there are a few one syllable words that are open syllables:

me, we, she, he, no, so, go

Other open syllables are part of multisyllable words.

They tend to be better at big picture thinking and seeing patterns and connections that others might miss. As well as having brilliant artistic talent. In addition they often excel in problem solving and critical thinking skills.

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