because RAN assessment represents a microcosm of the reading process. Reading is an extremely complex process, and naming speed tasks recruit the same brain network used for reading. Both reading and RAN tasks require instant visual recognition of symbols, retrieval of their label and meaning, and immediate articulation. Both tasks involve visual scanning, eye movements, and sequencing of multiple items. A recent study also suggests that RAN recruits a pathway involved in oral language production and reading.

Over 60% of dyslexic children have a deficit in both phonological skills and RAN. Dyslexic children with a RAN deficit will have difficulty developing fluency, even after they have conquered the phonological deficit.

IMPLICATIONS FOR DYSLEXIA INTERVENTION

We can no longer think of dyslexia as simply a phonological deficit needing a phonological skills solution. Unfortunately, most interventions continue to focus primarily on the phonological deficit. Recognizing that fluency work plays an important role in addressing reading circuit inefficiencies is the first step in achieving better intervention outcomes.

Reaching grade level fluency must be prioritized in dyslexia interventions. Recent neuroimaging studies clearly demonstrate that brain connectivity can be improved with an intensive fluency-based intervention. In fact, these studies found that fluency work can serve as a shortcut to reading success. By focusing heavily on fluency, students can improve in every dimension of reading, including comprehension. Importantly, these gains can be accomplished in far less time when compared to traditional phonologically focused dyslexia programs. This is good news, since we've grown far too accustomed to interventions that last years, while failing to bring students to grade level fluency. It's time to raise our expectations by giving fluency the focus it deserves in dyslexia intervention.

Where should we start? Fluency studies have found that providing opportunities to a dyslexic student to rise above their natural comfort level in reading and handwriting rate drives improvements in fluency. For example, timed repeated reading and handwriting tasks help them overcome the reduced connectivity and neuroplasticity that is further complicated by the inefficient operation of the VWFA. Handwriting fluency plays a major role in reading fluency development, so timed and repeated handwriting tasks should be given greater emphasis in dyslexia interventions.

How should these fluency tasks be positioned within a dyslexia intervention? They should be fully integrated throughout the program each time new phonological skills are introduced. Typically, if fluency receives any emphasis, it is viewed as a “supplement” positioned periodically, in the middle or at the end of an intervention. When it is not prioritized from the very beginning of an intervention, the student can remain in the intervention much longer than necessary, and still fail to reach grade-level fluency norms.

Although there are many questions still unanswered about dyslexia, an increasing number of new studies are showing us how to achieve a breakthrough in the fluency problem. •

ABOUT THE AUTHOR:

Georgie Normand, M.A. holds a Master's degree in Reading Education and has spent many years working with students with dyslexia. She is the founder of Early Literacy Solutions and the author of the OrtonGillingham based Fluency Builders Dyslexia Program (earlyliteracysolutions.com). Designed for parents, tutors, and teachers, the Fluency Builders program utilizes the latest neuroscience in dyslexia. These new studies found that dyslexia is not a one-size-fits-all learning disability. Georgie has also developed the Certified Dyslexia Practitioner Program, a professional learning program that trains teachers and tutors to identify and succeed with multiple dyslexia profiles. Contact her at georgienormand@earlyliteracysolutions.com

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