This content was created by Lois Letchford. This content was uploaded by Lois Letchford. This is a YouTube instructional video titled "Lois Letchford: Dyslexia, Structured Literacy, and Decoding 1.2" (published July 5, 2020) featuring Lois Letchford presenting Lesson 2 of a Literacy Problem Solver series. In a single-speaker lesson she demonstrates teaching decoding to vulnerable and dyslexic students using the book Alpha to Omega, classroom activities and image/video-backed vocabulary support to build word meaning and memory. The excerpt is a monologue/tutorial aimed at educators, ending with a viewer call-to-action (like/subscribe).
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Hello, I'm Lois Letchford. This is lesson 2 for the week, Literacy Problem Solver, talking about teaching of decoding to our very vulnerable struggling students and dyslexic students. I showed the book that I use, which is Alpha to Omega, and the activities that I use, and then I switch over to my other camera, show you what I'll do there. This is the camera recording. Now, it's one component to simply ask children to find these words that match together, like the bash and the rash and the dash. And that's the starting point. Many of these words may not be as familiar to them as what we think. You know, we assume they have full knowledge of the words. When they say it. And that's something we really have to get around. We've got to know that the children struggle not only to hear the words, but then also to connect the meaning to these words. And when you look at a word, something like bash, although it's a very good word for teaching the decoding of the /b/ /a/ /sh/ sound, When was the last time this was used in their oral language? And that's a question that will come up again and again and again. Is this word in their oral language? It's the same with the word cash. Cash. When did they start using it? Have you got any cash? It might be very familiar to us as adults, but is it familiar to our students? So how do we get around that? What I do is I actually give my students lots of pictures. Lots of pictures. So I go back into the Google search and I put this word in and I pick on images or even videos. Because those things, the images and the videos, help the student have greater depth of understanding of every single word. So that's where I spend even more time. So now we've not only got the teaching of the decoding through playing with word puzzles and handout activity, but then we've got an image in their mind. And I not only have an image on the computer, I say, which one do you like? Download it and put it in a file and eventually print it out. Put a sentence with it. So the child is connecting in many different ways. these words that we have on the paper with the real world, with the internet, and having a greater depth of knowledge of each and every word that we have. Does this make sense to you? Because this is actually about memory. And don't forget to hit like and hit subscribe and join me and share my videos. Thank you.
