A language-based difficulty with accurate, fluent word reading and spelling — responds best to Structured Literacy instruction.

• Use multisensory phonics — see it, say it, hear it, and trace or build it, all at once
• Master one sound-spelling pattern before introducing the next; avoid guessing from pictures or context
• Reteach and review often — repetition is progress, not a setback
• Give extra processing time before expecting a spoken answer

Attention and executive-function differences that make long, still, low-stimulation reading tasks especially hard to sustain.

• Break practice into short 10–15 minute chunks with movement breaks between
• Use games and immediate feedback rather than long, silent worksheet time
• Reduce visual clutter on the page — a card or ruler to isolate one line at a time helps
• Preview the session’s structure so they know what’s coming next

Often benefits from strong visual supports and explicit, predictable strategy instruction rather than relying on verbal explanation alone.

• Use visual icons for story elements (character, setting, problem, solution) instead of only talking it through
• Preview what the reading session will include — predictability lowers anxiety
• Connect reading material to a strong personal interest whenever possible
• Offer a quiet, low-sensory space for reading time when possible

Since phonological awareness and spoken language are closely linked, reading support works best coordinated with speech-language therapy.

• Coordinate with the child’s speech-language pathologist on which sounds to target first
• Model correct pronunciation naturally, without requiring a perfect repeat before moving on
• Pair spoken instructions with visual cues or gestures
• Give generous wait time for a verbal response before jumping in

The same evidence-based reading principles apply — with visual and sign-language alternatives standing in for sound-based instruction.

• Use visual aids and multimodal supports for phonics and decoding rather than sound alone
• Add sign language, gesture, and facial expression to read-alouds
• Use a light touch or eye gaze — not just a verbal cue — to keep attention during shared reading
• Add captions to any video or audio content used for reading practice

Literacy readiness starts with tactile, concrete experience — systematic, direct instruction still applies once braille begins.

• Build pre-braille skills through tactile exploration and textured books tied to real experiences
• Use repeated readings to build fluency and comfort, just as with print readers
• Connect new vocabulary to concrete, hands-on experiences rather than pictures alone
• Coordinate with a Teacher of the Visually Impaired (TVI) on braille-specific tools and instruction