Abstract:

Abstract The phonological processing model of reading defines reading as sounding out words.  From this perspective, dyslexia is a deficit as the ability to sound out words or to process phonological data.  However, this model does not account for important data.  The psycholinguist model of reading accounts for this data.  Here reading is defined as creating meaning with print.  From this perspective, dyslexia is a deficit in the use or coordination of strategies used to create meaning with print.  From this perspective, dyslexia is not a brain disorder.  Students with dyslexia need a balanced approach to reading instruction using a variety of research-based strategies.  Interventions should be based on classroom instruction and include six types of activities: (a) writing, (b) word work, (c) cloze and maze, (d) fluency activities, (e) comprehension activities, and (f) self-selected reading practice.

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