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Guided Reading: Is it Right for Struggling Readers & Dyslexia?  A Teacher’s Perspective

5/3/2018

7 Comments

 
 “How much longer can I handle working for a system that chooses the wrong programs for students with dyslexia?”
MD Special Educator, 2018
I am a public school special education teacher in Maryland.  I have an administrator who told me I had to use Fountas and Pinnell Leveled Literacy (F&P) with a 4th grade student with dyslexia.   I told him that it was an inappropriate choice because Fountas & Pinnell won’t teach a student with dyslexia to read and will rely on their excellent compensatory skills to guess at words.  I said that F&P won’t teach the student how to manipulate speech sounds or sound out unfamiliar words -- in fact, F&P “de-emphasizes explicit instruction and practice of basic reading skills in favor of extended time reading text.
​

F&P, also called Leveled Literacy interventions or Guided Reading, uses comprehension strategies to encourage students to guess at the meaning and pronunciation of words by using context clues and pictures rather than teaching a student how to hear and manipulate sounds within words (phonological awareness) and then apply this knowledge to written words (phonics).  

The Administrator told me I had no choice and had to use Fountas & Pinnell because that is "what this county uses."  I suggested that he take a look at the research that shows a structured literacy approach to teaching reading, like Orton Gillingham, and other structured literacy models, would be more appropriate for students with dyslexia.
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Source: IDA Educator Training Initiatives: Future Directions in Standards- Based Accreditation and Certification Practices, IDA Conference, 2017, Louisa Moats
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The student in question has dyslexia, is in 4th grade and is 2.5 years below grade level -- this student needs instruction that will help him learn to decode words.  It’s unclear to me why our school’s “reading specialist” would choose a program like leveled literacy and why our administrators would require one reading program for all students.  How could a reading specialist and administrator be so misinformed?

​How will this student cope as more complex words and requirements come his way? How much longer can I handle working for a system whose current practices aren’t based on evidence; and in the face evidence, still choose the wrong programs for students with dyslexia? I whispered to the mother to fight like crazy for change. Why don’t I as a Special Education teacher have the power to participate in this decision? So frustrating and so wrong!
 “The Reading Teacher” is a blog written by Maryland public school teachers from across Maryland.  If you would like to contribute to this blog, please contact DecodingDyslexiaMD@gmail.com.
7 Comments
Karyn Ott
6/1/2018 07:53:10 am

I am a long-term substitute, reading teacher in grades 1-2 in a public school. I am faced with the same challenge in using F&P. I have integrated OG/Wilson lessons into my lesson plans which is challenging since I only have 30 minutes with students.

Reply
Meg
12/2/2019 02:52:32 pm

How do you go about doing this? I too have been integrating OG into my LLI groups. Unfortunately, the expected pacing of the program and school I'm at this is proving difficult. My Supervisor is only trained in LLI and doesn't seem to have a grasp of the actual structure of what goes into being able to read. Any help or suggestions would be amazing.

Reply
DecodingDyslexiaMD link
6/1/2018 02:14:48 pm

Thank you for your feedback Karyn -- continue to help your school understand the best practices for teaching reading. There are a number of resources on the National Center for Improving Literacy website: www.improvingliteracy.org that may be helpful. The Kirwan Commission is also looking at teacher preparation and certification in reading and appear to be waning in their commitment to requiring a foundational reading certification.

Teachers across the state voice the concern that certain programs are not working for their struggling students and these teachers are working with Decoding Dyslexia MD to educate school districts about foundational reading and effective, systematic, explicit, evidence based instruction.

Reply
Janice Bennett
8/19/2018 02:57:27 am

I have 2 dyslexic kids that the school district is too, using Fountas & Pinnell LLI, but are being very dishonest about their approach with both boys. Had to sue the schools so many times. How do I get the school to stop using this with my kids when LLI is not working? I need so much help improving the way that they are taught.

Reply
Trina Kennedy
10/9/2018 06:15:19 am

I’m a parent of a fifth grade boy in a BCPS in MD. Your blog hit it home for me, I have been saying for years MD schools seem to do a one size fits all! I continue to advocate for my child because of the same reasons you mention.

Reply
Tracy Harlan
10/14/2018 08:47:51 am

I am a teacher and a parent to two dyslexic children. My children go to a different district than the one I teach in. Their school also believes in guided reading for all students. I having been fighting this battle with them for 4 years. I keep asking if it hasn't worked yet why are we stilll doing it. Thank you for your blog. I agree something else should be used to teach these students.

Reply
Peggy McLenithan
11/29/2018 08:56:53 pm

I quit working as a Reading Specialist in a public last year and I never want to return because students who are dyslexic are not receiving the explicit instruction they need. I am now acting as a Parent Advocate- no money in it- but I can fight the fight. I work in the private school sector now.

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    “The Reading Teacher” is an anonymous blog written by Maryland public school teachers from across Maryland.  If you would like to contribute to this blog, please contact DecodingDyslexiaMD@gmail.com.

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