Effective Intervention for Atypical Dyslexics: How to Teach Nonresponders when Phonics and Whole Word Intervention Just Don't Cut It

This book is distilled from the experience of a dyslexia practitioner, who, against a context of literacy intervention that comprised of whole word and Orton-Gillingham inspired phonics literacy intervention, witnessed many dyslexics that responded poorly to intervention with alarming severity. Forced to respond to the growing crisis at hand, the author developed a framework and associated techniques to ensure that all nonresponding dyslexics get a fair shot at literacy acquisition. Over the years, the author has helped both the most severe and other nonresponders to develop functional literacy and expand literacy competence to tackle academic demands respectively. She has successfully ensured long term literacy retention and improvement among the nonresponders at a fraction of the time taken by the usual literacy intervention. More importantly, she has proven - and continues to prove - that in most cases, progress in literacy is possible regardless of the severity.This book attempts to provide a comprehensive approach in understanding the needs of the students and propose effective literacy techniques for nonresponders to teachers and therapists without requiring them to break the bank. This book does so by exploring the following areas: -The rationale behind the mental domains that are required for successful literacy acquisition-The difference between phonics responding and nonresponding dyslexics -Characteristics of the different types of single-syllable and multi-syllable word nonresponders-Intervention techniques that are effective for the different types of nonresponders-Case studies of the most severe dyslexics that the author has witnessed to date