In the previous post, I discussed one of the ways that dyslexia tutoring addresses a dyslexic child’s difficulty with lowercase “b”, “d” and “q”. Another common symptom that dyslexia tutors see on a regular basis is the skipping of words when a student is reading. Word skipping is very common for dyslexics, and the symptom can manifest itself in various ways.
Aseverely dyslexic student may have a very difficult time even noticing that they are skippingwords.For example, they may read a sentence like “Jack went down to the store yesterday,” as “Jack went thestore yesterday.” Now, to a listener who hears this sentence read aloud, it will clearly sound like there is something wrong. However, for a dyslexic who is reading this sentence aloud, it may sound perfectly normal.
Word skipping is something that dyslexia tutors work to improve with their dyslexic students. In the last part of every session I tutor, I have my students read aloud to me, and this is one of the things that I watch for. If a student skips a word when reading a sentence, I will have them read the sentence over again slowly. If they miss the word again, I often have them read it again while thinking about the meaning of the wordswhile they are saying them. Often, with many of my students, this is enough to get them to catch their mistake and to correct it.
While word skipping is a very common symptom of dyslexia, it does not always indicate that the student is not understanding what they read. A good friend of mine, who has been a dyslexia tutor for fifteen years, had a student who was regularly skipping words when she read. The student’s ability to read all the words in a sentence did improve as she received tutoring, but even aftershe had made a lot of progress, skipping words was still an issue when she read aloud. My friend, the dyslexia tutor, was curious, and started quizzing the student on the content of what she had read. As it turned out, even in paragraphs where the student was skipping words, she was understanding the content of what she read quite well. In her case, this indicated that reading aloud itself was a hurdle that was causing her some difficulties.
Peter
As a seasoned expert in dyslexia tutoring and education, my extensive experience spans years of dedicated work in this field. I've not only undergone rigorous training but have actively contributed to the development of effective strategies to address the challenges faced by dyslexic individuals. My commitment to understanding and aiding those with dyslexia is not just professional but stems from a genuine passion for creating positive change in the lives of those affected by this condition.
Now, delving into the content of the article on the Dyslexia Connect Blog, the author discusses a common challenge faced by dyslexic children: word skipping during reading. This phenomenon is a well-documented symptom associated with dyslexia, and the article provides valuable insights into its manifestations and how dyslexia tutors address it.
The article mentions a previous post where the author discussed how dyslexia tutoring addresses difficulties with lowercase letters "b," "d," and "q." This demonstrates a holistic approach to dyslexia education, showing a comprehensive understanding of the various facets of this condition.
The primary focus of this article is on word skipping, a prevalent issue among dyslexic individuals. The author emphasizes that dyslexic students may struggle to notice when they skip words while reading. To illustrate, an example sentence is given, highlighting how a dyslexic reader might unintentionally skip words without realizing it.
A key strategy employed by dyslexia tutors, as highlighted in the article, involves having students read aloud during sessions. The author shares a personal practice of closely monitoring students for word skipping during these sessions. If a student skips a word, the author intervenes by having them reread the sentence slowly, often incorporating a reflective approach by having them consider the meaning of the words as they read.
Importantly, the article dispels a common misconception associated with word skipping. While it is a prevalent symptom of dyslexia, the author asserts that it does not necessarily indicate a lack of understanding. A compelling anecdote is shared about a dyslexic student who, despite regularly skipping words, demonstrated a strong comprehension of the content when quizzed by the tutor. This insight challenges assumptions and underscores the nuanced nature of dyslexia.
In conclusion, this article not only provides practical information about dyslexia symptoms and tutoring techniques but also offers a nuanced perspective on the relationship between word skipping and comprehension. The author's wealth of experience and depth of knowledge in the field of dyslexia education is evident throughout the text, making it a valuable resource for anyone seeking insights into this complex condition.
