Intervention Plans for Dyslexia

In this topic, we examine intervention and support plans tailored specifically for individuals with dyslexia. Success in reading and writing hinges on mastering three crucial aspects: understanding language rules, constructing meaning, and engaging in critical thinking.

This topic also provides resources that showcase different intervention methods used in New Zealand. The resources will be helpful for the assessment tasks and may be useful references for implementing strategies with dyslexic individuals in schools or workplaces.

You have already come across the Te Kete Ipurangi resource “Guide to Dyslexia and learning” which discusses a structured literacy approach for students with dyslexia, focusing on phonological skills, decoding, and spelling. 

Watch: Inside a Dyslexia Intervention | Reading Strategies for Struggling Readers (36:25 minutes)

This video covers essential dyslexia intervention tactics, such as connecting letters to sounds, decoding, word recognition, sentence phrasing, spelling, writing (connecting sounds to letters), grammar, proofreading, fluency, and comprehension. Its purpose is to offer practical insights into techniques that can assist students dealing with literacy challenges.

Pre-Watch Question

Why is phonological processing important, especially for students with dyslexia?

Post-Watch Task

Make notes about the following dyslexia intervention strategies: 

1. Linking Letters to Sounds
2. Reading (Decoding) 
3. Reading (Word Recognition) 
4. Reading (Sentence Phrasing) 
5. Spelling and Writing (Linking Sounds to Letters) 
6. Spelling and Writing (Grammar and Proofreading) 
7. Fluency and Comprehension

Suggest one activity you might use for each strategy.

Learning the Code and Literacy Acquisition

To achieve literacy, students must master three crucial aspects: learning the code, making meaning, and thinking critically. "Learning the code" involves the ability to decode and encode written language, with a focus on decoding and spelling for learners with dyslexia. The process includes teaching phonemic awareness and the alphabetic principle. Phonemic awareness encompasses understanding individual sounds in spoken words, while the alphabetic principle involves linking sounds and letters. Effective strategies for teaching the alphabetic principle include explicit instruction, daily practice of letter-sound relationships, cumulative review, and applying knowledge through reading phonetically spelled words.

Activity

Here's an overview of what interventions might look like at Tiers 1, 2, and 3:

Tier 1: Universal Interventions

Structured Literacy Instruction

• Phonological Awareness Activities: Daily activities targeting phonological awareness, like rhyming games and sound blending.
• Explicit Phonics Instruction: Systematic instruction focusing on letter-sound correspondence and decoding skills.
• Multisensory Learning: Techniques like using sandpaper letters to reinforce letter-sound relationships.

Assistive Technology Support  

• Text-to-Speech Tools: Software for listening to text, aiding comprehension. 
• Speech Recognition Software: Helps with writing tasks by reducing spelling challenges.
• Digital Audiobooks: Supports independent reading and vocabulary development.

Environmental Modifications 

• Dyslexia-Friendly Classroom Design: Clear signage and visual support for independent access.
• Flexible Seating Options: Accommodates sensory needs, promoting focus.
• Visual Supports and Timers: Provides structure and time management support.

Reading Accommodations 

• Extended Time on Assessments: Reduces anxiety and provides processing time.
• Alternative Formats: Offers audiobooks, digital text, or large print.
• Reading Guides and Summaries: Scaffold comprehension and identify key information.

Teacher Professional Development  

• Dyslexia Awareness Training: Increases understanding of dyslexia and evidence-based practices.
• Differentiated Instruction Strategies: Helps meet diverse learning needs, including small-group instruction and flexible grouping.

Tier 2: Targeted Interventions

Small Group Instruction

• Phonics Intervention Groups: Small group sessions focused on phonics skills.
• Fluency Building Activities: Activities to improve reading rate, accuracy, and prosody.
• Vocabulary Development Groups: Sessions to expand vocabulary knowledge.

Individualised Accommodations  

• Personalised Learning Plans (PLPs): Plans outlining specific accommodations and goals.
• Flexible Grading Criteria: Modifies grading to focus on understanding rather than mechanics.
• Assistive Technology Training: Individualised training in assistive technology tools.

Sensory Integration Activities

• Sensory Breaks: Breaks for movement or sensory experiences to improve focus.
• Sensory Stations: Stations with sensory activities for exploration and regulation.
• Mindfulness and Relaxation Exercises: Techniques to manage stress and promote focus.

Peer Tutoring

• Reading Buddies Programme: Pairing students with peer reading buddies for support.
• Cooperative Learning Activities: Activities promoting peer collaboration and literacy skills.

Consultation with Specialists

• Collaboration with Reading Specialists: Working with specialists to develop intervention plans.
• Parent Education and Support: Providing resources and support for parents.

Tier 3: Intensive Interventions

Individualised Education Plan (IEP)

• Comprehensive Assessment: Conduct assessments to identify strengths and weaknesses, informing individualised education plans (IEPs).
• Targeted Instructional Strategies: Implement evidence-based strategies and accommodations outlined in the IEP.
• Ongoing Progress Monitoring: Monitor progress regularly, adjusting strategies and goals as needed.

Intensive Reading Intervention

• Provide structured literacy instruction combining multisensory techniques, systematic phonics, and explicit language instruction.
• Phonemic Awareness Training: Offer intensive training targeting specific areas of difficulty.
• Reading Recovery Programme: Enrol students in one-on-one intensive intervention programmes.

Specialised Writing Instruction

• Structured Writing Workshops: Provide workshops focusing on specific writing skills tailored to students' needs.
• Assistive Technology for Writing: Introduce assistive technology tools to support writing skills.
• Peer Editing and Revision Support: Facilitate peer editing and revision activities.

Assistive Technology Assessment

• Assistive Technology Evaluation: Identify tools that address students' needs and preferences.
• Customised Technology Solutions: Implement personalised assistive technology solutions.
• Collaboration with Technology Specialists: Collaborate with specialists to explore innovative solutions.

Parent and Teacher Collaboration

• Parent-Teacher Conferences: Schedule regular conferences to discuss progress and develop strategies.
• Family Literacy Workshops: Offer workshops for parents on effective literacy practices.
• Teacher Collaboration Meetings: Facilitate collaboration among staff to ensure consistency.

In the next tasks, we'll focus on three students with dyslexia - Amir, Te Aorangi, and Peni, who face distinct challenges, covering decoding difficulties, writing challenges, and phonological awareness issues. Each student's set of symptoms provides a unique focus for intervention planning, to address different aspects of dyslexia.

Your goal is to explore intervention strategies using a tiered approach - Tier 1 for universal design, Tier 2 for targeted interventions, and Tier 3 for individualised support. Think critically about creating solutions for these students at each tier.

The first example has been completed to help you understand what is required.

Case Study

Amir is an 8-year-old diagnosed with dyslexia. He struggles with decoding words, often confusing letters, and their sounds. Amir frequently hesitates while reading and has difficulty recognising common sight words. His reading speed is notably slower compared to his peers.

Tier 1 (UDL)

Propose a classroom-wide strategy to enhance decoding skills for all students, including Amir. Consider engaging activities, visual aids, or games that can help everyone improve their letter-sound recognition.

Tier 2 (Targeted Interventions)

Devise a small group decoding activity specifically for Amir. Consider activities and materials that can be used in short sessions to enhance his letter-sound recognition.

Tier 3 (Individualised Support)

Create a personalised decoding plan for Amir. Think about individual strategies, tools, or interventions that can be tailored to his specific needs. Consider how you might collaborate with other educators or specialists.

Suggested Approaches

Tier 1 (UDL): Classroom-Wide Strategy

Implement daily phonics games and activities that emphasise letter-sound recognition for the whole class. Use interactive and engaging methods to reinforce connections between letters and their corresponding sounds. For example, incorporate word-building games, phonics puzzles, and interactive storytelling to make the learning experience enjoyable and effective.

Tier 2 (Targeted Interventions): Small Group Activity

Create a decoding station specifically for Amir, where he can engage in hands-on activities to enhance his letter-sound recognition. Use materials like magnetic letters, word-building games, and phonics puzzles to provide targeted practice. This small group setting allows for personalised attention and immediate feedback, supporting Amir in mastering letter-sound relationships.

Tier 3 (Individualised Support): Personalised Strategy

Develop a personalised decoding strategy for Amir, incorporating assistive technology. Provide Amir with access to a text-to-speech tool that reinforces letter-sound connections during independent reading. Collaborate with a literacy specialist to conduct one-on-one sessions focused on Amir 's specific decoding challenges, tailoring interventions based on ongoing assessments and progress monitoring.

Now suggest your own approaches to addressing the symptoms displayed by Te Aorangi and Peni. (Your goal is to explore intervention strategies using a tiered approach.)

The following resource will help: Dyslexia Help - Case Studies