Dyslexia is a specific learning disorder that impacts reading fluency, decoding, and comprehension abilities. To support individuals effectively, individualised interventions are essential. Research highlights that structured literacy approaches are particularly beneficial for dyslexic learners. This method focuses on the systematic and explicit teaching of key reading components, such as phonemic awareness, phonics, vocabulary, fluency, and comprehension.
A notable example of structured literacy is the Orton-Gillingham approach, a multisensory approach designed for individuals facing reading challenges. It is important to understand that Orton-Gillingham is an overarching approach rather than a set programme. Various programmes, including the Wilson Reading System and the Barton Reading and Spelling System, are based on this framework. These techniques deconstruct language into its basic elements, facilitating better understanding for dyslexic learners.
Incorporating multisensory techniques further enriches literacy instruction. Engaging multiple senses — visual, auditory, and kinesthetic — allows students to internalise and retain information more effectively. For example, using tactile letters during spelling exercises enables students to physically interact with the letters, strengthening their memory and comprehension.
The most effective interventions for dyslexic learners are systematic, explicit, multisensory, and personalised to fit individual needs. These comprehensive strategies can significantly improve reading skills, enhancing both confidence and academic performance.
Fiona Higgins, founder of Ardú Learning, is an accredited dyslexia and learning specialist with the British Dyslexia Association and a member of the Orton-Gillingham Academy. Ardú Learning offers personalised support for children aged four to 16, along with self-esteem workshops and parent consultations. For more information, visit www.ardulearning.ie or contact Fiona at [email protected] or 087 639 44 36 from 9am to 6pm, Monday to Friday.
