Tip 1: DRIVE THE SENSORY BUS.

Use language to directly and explicitly stimulate the sensory input of symbol imagery. For example, the language “What letters do you picture for the word ‘thought’?” stimulates imagery, whereas the language, “How do you spell ‘thought’?” does not.

Tip 2: EMPHASIZE ORTHOGRAPHIC PROCESSING.

In Seeing Stars, only a few decoding rules are included (e.g., “When two vowels go walking…”) because we don’t learn to read and spell with fluency by memorizing lots of rules. So don’t belabor learning, remembering, and reciting a bunch of rules. Remember your goal is to emphasize orthographic processing. Strengthen symbol imagery with the air-writing strategy and symbol imagery exercises so students can quickly self-monitor and self-correct for independence.

Tip 3: FOCUS ON FLUENCY.

Many struggling students, including those with dyslexia, can sound out words and learn syllabication. However word reading is slow and laborious, and they are not independent readers. During the “Decode, Decode, Decode” task, emphasize rapid, accurate word attack and decoding lots of words (the Seeing Stars Decoding Workbooks have 20 words per lesson!). Minimize pauses for word analysis or symbol imagery exercises during this task. When your instruction focus shifts to more contextual reading practice, let a few of the small decoding errors go if they don’t impact comprehension of the passage. Your goal now is for the student to experience confidence and fluency while reading in context. Reminder: Read Chapter 17 in your Seeing Stars teacher’s manual –Integration for Contextual Reading Fluency and Comprehension.