Very limited, if any, research on this. It is possible that their reading may be happening at a visual or whole-word level; however, accurate encoding requires a more robust and explicit understanding of the alphabetic code. If I come across anything to support this, I’ll let you know.

Not sure of the age of the children in question but if they’re having problems reading non-words, this would indicate gaps in their phonic knowledge. It would also implement a spelling screener to determine patterns in their spelling errors — phonic, morphological, knowledge of spelling rules, etc

I would gather data on their phonics knowledge to see if there are any significant gaps and support where necessary, but if they’re reading fluently, I’d focus more on spelling.

I’ve come across many kids like this. Writing and spelling is more challenging than reading. Sometimes dyslexic kids get lots of support with reading but don’t necessarily get the same with spelling. Teaching spelling rules, morphology, etymology can be 👍🏼 I recommend Spelling for Life by Lyn Stone

Thanks @emmajf.bsky.social 😊

Add round robin reading to that! Extremely stressful and traumatic for struggling readers. We’re doing our best in teacher ed to eradicate these practices.