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Structured Literacy and Meaningful Support

Structured Literacy and Meaningful Support

Structured literacy is a recognized technique for teaching children with disabilities. Think about the chapters you have read for this unit, as well as your classroom observation. Pick a specific disability from the list provided and respond to the discussion questions below.

  • Phonological dyslexia.
  • Surface dyslexia.
  • Visual dyslexia secondary/developmental dyslexia.
  • Rapid automatic naming dyslexia.
  • Double deficit dyslexia.
  • Primary dyslexia.
  • Trauma dyslexia/acquired dyslexia.

Respond to the following:

  • Define characteristics of children with the disability you chose.
  • Assess the implications of the structured literacy approach for students with this disability.
  • Discuss at least two evidence-based instructional strategies that would be appropriate for students who show characteristics of this disability.
  • Indicate the recommended frequency and the instructional intensity required for effectiveness along with the duration of time needed for each selected strategy.
  • Assess how support personnel can help the classroom teacher provide a meaningful and relevant learning environment for a student with this disability.

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