This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: A child pauses at a word, tries it, then looks to the teacher for help. Telling the word to the child can get the sentence moving.
Working out what to teach so the child can read similar words independently takes a different kind of expertise. That expertise is especially important for children with dyslexia, which involves persistent difficulties with word reading and spelling. Reading may be inaccurate, slow or effortful, and the pattern varies between children.
Recognizing dyslexia is only the first step. Helping requires teaching that targets the skills involved, and that depends on teachers understanding how spoken and written language works. Research suggests that children at risk of dyslexia benefit most from such high-quality explicit teaching.
In this article, we explain what teachers need to know, what we learned from our research, and why it matters for dyslexia. Research shows that many children with dyslexia struggle to identify or work with sounds in spoken language, which can make learning the relationships between sounds and letters harder. However, their difficulties are not all the same, and one reading attempt cannot determine what teaching they need.
This is where expert knowledge matters. Read "reach" and "react" aloud. You probably have little difficulty with either.
But how would you explain why the letters "ea" make different sounds in each word? In reach, the letters work together to represent one sound, the long "e" sound. In react, the word's structure changes how we group the letters: it divides into re + act.
Extract — continue reading at the source.
