Issue 17: Dyslexia-Inclusive Education: Comprehending the Linguistic Code | Jenny Gray

According to research, the definition of Inclusive Education states that all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Alquraini & Gut, 2012).

For us to define a dyslexia-inclusive classroom, we need to identify the needs of the child.

Typically, the primary characteristics of dyslexia are as follows:

Poor decoding: Difficulty accurately reading (or sounding out) unknown words; Poor fluency: Slow, inaccurate, or labored oral reading (slow reading rate); Poor spelling: Difficulty with learning to spell, or with spelling words, even common words, accurately (Characteristics and Signs of Dyslexia, n.d.-b).

So, how do we remedy this?

Language is comprised of reading, writing, speaking and listening skills. Speaking and listening skills are sound-based communicative tools. The letters just tell you what sound to make to decode (say and interpret) the message. Reading and writing are text-based communicative tools. The letters just tell the reader the encoded meaning of a word. Different letter combinations create different meanings.

In the French language classroom, the target language should be the instructional language, so screening and assessment should be conducted in the French language. From a linguistic perspective, we need to explicitly teach five key areas:

• the oral sounds of the language (phonology)
• the written coding linked to sounds of the language (phonetics),
• how to build words (morphology),
• sentence structure (syntax), and
• develop the ability to derive meaning from sentences (semantics).

But if our child is dyslexic, aren't we going to have struggles with decoding and fluency as defined above?

Well, let us take a tangent. Math is French, and French is math. Math is pattern-based. All the numbers have certain rules they follow, and typically, the foundational patterns of behaviour are the essence of all high-order math in later grades. Math can be broken down into easy steps, but the foundation needs to be explicitly taught for later success. For example, what is 90% of $50? Seems challenging, but if we break it down into simpler math, we can obtain the answer quickly and easily every time. To quickly determine the answer, simply multiply 9 x 5 = 45. That's the answer. You don't need a calculator or get frustrated if you know basic math skills. That's the trick.

Language instruction is also based on patterns. The letters all have a nature and function. The nature of the letter is how the letter behaves, and the function is the sound that it makes. Different combinations of letters create different sounds.

When we explicitly teach the code, we teach that decoding and encoding are the skills for successful language and reading acquisition. Decoding is the ability to take the word apart using phonetic patterns, while encoding is the reciprocal of building words through spelling patterns. We can be inclusive as dyslexics can visualize, see the big picture and are great at patterns. (Dyslexia Information, n.d.)

Now, English patterns differ from French. The French language has a typical rhythmic pattern. There are consistent digraphs (two letters that make one sound) with limited exceptions. So, teach the pattern. For parents, the consonants between the two languages will mirror each other except for the main four: "th", "ch", "gn", and "qu". The other subtle differences in sounds are consonant rules, such as if "s" is between two vowels, then "s" becomes a /z/ sound. Those are fine-tuning teachable moments with educators in reading aloud and pronunciation.

Morphology is the smallest unit of meaning in the code. Well, when teaching the sounds of the language, you are also teaching morphology. For example, in teaching students that in French, "er" makes the sound /ay/, you also teach that when "er" is found at the end of words, it indicates that it is the infinitive of a verb or it is an adjective which describes a noun. This is the nature and function of "er".

This leads to a conversation about syntax: The how of constructing sentences. This demonstrates the importance of building a vocabulary and identifying parts of speech. Again, nature and function of words. The nature of the word is determined by its spelling, and its function is the part of speech that the word represents. For example, an "er" verb, when conjugated with the ending "-ent", indicates a verb in the third person plural form.

ILS PARLENT.

This tells the reader that there is more than one person doing the action. The pronoun associated with the verb indicates the gender of the people doing the action of the sentence. This is the point where we semantically discover the meaning.

According to the National Reading Panel, there are five pillars of reading -phonemic awareness, phonics, fluency, vocabulary, and comprehension. It makes sense that explicit teaching of the code will cover four of the five pillars. Teaching the linguistic sound code (pronunciation) will develop phonemic awareness, phonics, and fluency, while the written linguistic code (spelling patterns) develops vocabulary building through orthographic mapping. Comprehension is a taught skill that develops as vocabulary increases. Comprehension delves deeper than just understanding a topic.

Dyslexics have amazing memory recall and pattern awareness.

Let's delve into the dyslexic strengths. We know that dyslexics have amazing memory recall and pattern awareness. Teach the code through patterns. Teach the code through gameplay. Memory match or concentration is a great way to engage the learners. Not only does it assist with the competitive nature of all learners, but memory match trains the students to find the spelling patterns for the sounds.

Pro tip: do not color code the letters. Learners will not learn the letter combinations; they will simply look for the color match. Print in books is not color coded when reading, then why would we teach our children that way?

Another heterogeneous activity is group sound play. Hand all the students the sound cards and ask them to build words. Then you can observe if words are spelled by sight or by sound. Teachable moments to correct spelling patterns and similar sound patterns. All learners will benefit from the gameplay and strengthen their decoding and encoding skills in the process through the art of segmenting and blending sounds. These are not just school-friendly activities; parents can play these games with their children as well.

Think big picture and the end goal when instructing. Reading is a black-and-white skill. Literature is typeface black with white pages; book text is usually printed in black ink on white paper.

Why?

To keep the cost down!

If we reduce print production to the cost of black and white, why not lessen the cognitive load for learners by presenting the text as it appears in a book? Let learners "see" the text in its natural habitat.

The code is simply a collection of different animal sounds coming to life to construct a menagerie of words, allowing learners to demonstrate an understanding of the text. The code is the key – the foundational skill that learners need to be explicitly taught for success, taking them from struggling to read to mastering the art of reading.

References

• Alquraini, T., & Dianne Gut, D. (2012). Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. International Journal of Special Education, 27, 42-59.
• Bui, X., Quirk, C., Almazan, S., & Valenti, M. (2010). Inclusive education research and practice. Maryland Coalition for Inclusive Education, 1-14.
• Dyslexia Information. (n.d.). Fairfax County Public Schools. [fcps.edu]
• National Reading Panel (US) & National Institute of Child Health and Human Development (US). (2000). Report of the National Reading Panel: Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. US Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
• Peck F, Leong A, Zekelman L, et al. Compensatory skills and dyslexia: What does the science say? 2018. [dyslexiaida.org]

Jenny Gray

With a diverse and accomplished background, Jenny is a seasoned education professional and entrepreneur. Holding a master's degree in Science of Education and a BA in French Linguistics, she has fused her passion for language with her dedication to education. Her journey has been marked by remarkable achievements, including earning Canadian and US patents for innovative contributions.

For over 26 years, Jenny has made an indelible mark in the field of private education, specializing in literacy development for individuals with dyslexia. Her expertise extends to training educators for the past decade and imparting invaluable insights. Additionally, she has leveraged her linguistic prowess to create effective French literacy tools, revolutionizing language education.

Beyond the classroom, Jenny has shown versatility by obtaining diplomas in accounting and bookkeeping. As a dedicated entrepreneur, she has navigated challenges and embraced opportunities, embodying a spirit of innovation and forward-thinking. With an unyielding commitment to education, linguistic excellence, and entrepreneurial spirit, Jenny continues to inspire and shape lives in multifaceted ways.

Extracts from Dystinct Magazine