The best reading materials to use with learning disabled children are materials that use a controlled reading vocabulary. When learning disabled children are presented with the present day Whole Language or Integrated Language Arts reading programs, they often experience difficulty learning to read because too much vocabulary is introduced in each lesson. Dyslexic children become overwhelmed and confused when too many new words are presented at one time. Because their visual and auditory memory skills are overall very weak, they are unable to form images in their minds of these words, hold them in their minds and recall them when they see them again later in their reader.
It is essential to present only a few words at a time to learning disabled children and to be certain to maintain a situation whereby those same words are repeated over and over again in the story they are reading.
There are basic researched lists that have been compiled of high frequency words, basic words that are most commonly used in the English language. One such list was designed by Edward W. Dolch. He developed a list of 220 words that he derived from 50-75 percent of all ordinary reading material. The National Literacy Strategy of the United Kingdom has also researched and made a list of high frequency words. Their list prescribes the order in which these basic words should be taught from pre-school to year 5. Many of the words on these lists overlap and are often spoken of as the "common core vocabulary" or "high frequency words." The National Literacy Strategy offers lists in various formats such as alphabetically and order of suggested teaching which can be very helpful. Both lists are useful for parents, pre-school through K-3 teachers, and remedial teachers to use as a guideline.
There are only a few reading series or programs that use a controlled vocabulary. The Dolch Series by Betsy Lee is one source. The Pleasant Rowland Reading Program is another. It is designed to offer a developmentally controlled program with readers from pre-primer through the second half of third grade level. It is phonetically based and an excellent teaching tool for children who are having serious difficulties learning to read.
When using these materials it is helpful also for the parent or teacher to make up flashcards for the child, working on a few words at a time. Once the child has learned those words, more can be added while reviewing the old ones. Children with learning disabilities who are experiencing difficulties with the initial steps of reading need to have the same word presented over and over again. In addition, they should be taught visual and auditory memory skills so that they are then better prepared for the process of learning.
For more detailed information on auditory and visual memory and how it effects children with learning problems, read the book Learning Disabilities: There is a Cure by Addie Cusimano. An educational expert with over thirty years of experience in reading and writing remediation, Addie has volunteered to answer questions related to learning problems on this site. To ask your question, click on the Dear Addie tab on this page.
