How can a teacher best support a student with dyslexia when sharing information from a read-aloud?

The most effective way for a teacher to support a student with dyslexia during a read-aloud is by providing opportunities for the student to create quick-sketches of their learning. This approach allows the student to express their understanding and comprehension of the material in a visual and less text-dependent manner.

Students with dyslexia often face challenges in processing written text, which can hinder their ability to fully engage with the content being shared during a read-aloud. By using quick-sketches, the student can capture key concepts, themes, and ideas visually, facilitating comprehension and retention without the barrier that traditional reading presents. This method also fosters creativity and encourages students to think critically about the material, making learning more accessible and engaging for them.

The other options do not support the student as effectively. For example, writing a detailed report may present significant challenges to a student with dyslexia who struggles with writing and organizing their thoughts in text form. Allowing code-switching can support bilingual students but does not specifically address the challenges presented by dyslexia in processing text. Text-to-speech technology is indeed a helpful tool for providing access to written material; however, it is a more passive form of support compared to the active engagement that sketching prompts. Quick-sk