I Can Read
I Can Understand What Is Read to Me, But How Do I Work Out These Words?
by
Book Cover & Preview Text
Students who experience auditory or visual processing, short-term memory difficulties or Dyslexia often find reading and writing challenging. These students can learn just as well as their peers, but they usually do so at a slower pace due to the need for more time to process information. They become frustrated and suffer emotional pain and often require substantial support to regain the confidence to try again and realise that they too can read!
The ‘I Can Read’ program, focuses on providing individualised instruction so that challenged students can learn at their own pace. It uses a systematic and explicit method of introducing the fundamental skills of reading. The exercises use phonemic awareness, phonics, and the knowledge of oral language to identify letter sounds, letter patterns, and the rules used to make up words. The exercises also help students decode written letter patterns back into sounds that are recognised as words.
The following pages can be displayed as examples of how the book is organised.
Page 3. Nonsense Words: Closed Syllables
Page 4. Real Words: Closed and Open Syllables
Page 8. Sentences: Closed and Open Syllables
Page 84. Real words: Rule 4. (i) in a Multisyllabic Word
Page 85. Sentences: Rule 4. (i) in a Multisyllabic Words
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Book Details
About the Book
Students with dyslexia or auditory, visual processing, or memory difficulties often find reading and writing challenging.
These students can learn just as well as their peers, but they usually do so at a slower pace. They need more time to process information.
Irene Le Roux, who was a teacher for more than forty years, has seen what happens when educators don’t adapt to the needs of these students. They become frustrated and suffer emotional pain.
That’s why she developed the I Can Read program, which focuses on providing explicit, individualised instruction so challenged students can learn at their own pace.
The exercises use phonemic awareness, phonics, and the knowledge of oral language to identify letter sounds, letter patterns, and the rules used to make up words. The exercises also help students decode written letter patterns back into sounds that are recognised as words.
Whether you’re a parent or relative trying to help a struggling youngster, an educator, or school administrator, you’ll be poised to help students succeed with the lessons in this book.
About the Author
Irene Le Roux, a retired classroom and learning support teacher, taught for more than forty years. She experienced the frustration and emotional pain of students who struggled to read. She developed a systematic and explicit method of introducing the fundamental skills of reading out of a passion to help these children. Irene currently lives in Sunshine Coast, Queensland, Australia.