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.