As students are identified as being at-risk for a reading disability or are struggling with reading concepts, it is important that teachers be able to effectively communicate this information with families. The teacher must be able to articulate what is involved with the reading disability or area where the student is struggling, the process for identification, and what types of strategies will be effective for their child.
Create the following deliverables for families that address at-risk and below grade level readers. Use vocabulary that would be appropriate for families.
Digital brochure (300 word)
Include the following:
The causes and characteristics of below grade level readers, including dyslexia, and how a student can be affected by difficulties with reading academically and socially.
The steps that will be followed to identify a student as having dyslexia or as at-risk in reading, including what student and assessment data will be used in the determination.
Steps for the Response to Intervention (RTI)/Multi-Tiered System of Support (MTSS) process for below grade-level readers, including how families can support each step at home.
Three specific strategies that can be used to support students with dyslexia in the inclusive classroom.
Three specific strategies that can be used to support students who struggle with reading in the inclusive classroom.
At least 2-3 community or online resources to help families assist with reading.