If this sounds familiar,
you are not alone.
The research is clear:
- 40–50% of readers require code-based, explicit instruction to become proficient.
- 10–15% need explicit, systematic instruction with many repetitions.
- This is the profile of a dyslexic reader: not only do they need skilled instruction—they need more of it.
- One of the key deficits dyslexic readers struggle with is weak phonemic awareness.
What is Phonemic Awareness? And what is the role it plays in learning to read?
If this sounds familiar,
you are not alone.
The research is clear:
- 40–50% of readers require code-based, explicit instruction to become proficient.
- 10–15% need explicit, systematic instruction with many repetitions.
- This is the profile of a dyslexic reader: not only do they need skilled instruction—they need more of it.
- One of the key deficits dyslexic readers struggle with is weak phonemic awareness.
What is Phonemic Awareness? And what is the role it plays in learning to read?
If this sounds familiar,
you are not alone.
The research is clear:
- 40–50% of readers require code-based, explicit instruction to become proficient.
- 10–15% need explicit, systematic instruction with many repetitions.
- This is the profile of a dyslexic reader: not only do they need skilled instruction—they need more of it.
- One of the key deficits dyslexic readers struggle with is weak phonemic awareness.
What is Phonemic Awareness? And what is the role it plays in learning to read?
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