Three newly identified early elementary students have just begun their dyslexia intervention for the day. They are in a small classroom setting and seated at a horseshoe-shaped table. The teacher is seated across from them with access to a laptop, and each student has their own device.
The teacher reviews the daily schedule and begins with a phonological awareness activity. The students follow along with the teacher as she provides the instruction. The students are assigned the phonological awareness activity and the teacher monitors their understanding of the lesson through observation and then provides corrective feedback as needed. The teacher continues to progress through the lesson cycle from the previously selected activities. Adjustments are made as needed and transitions between activities are seamless, with no time loss organizing and distributing materials. The card decks remain organized throughout the instructional process.
At the end of the lesson, the teacher reviews the concepts taught that day and finalizes the session notes by adding pertinent observations of her students.
Keep in mind, early identification and treatment is critical in helping students identified with dyslexia achieve their greatest potential.
