Does CI or ADI work for students with dyslexia?

Unfortunately, there is little research on how learners with dyslexia, dysgraphia, and other learning differences perform in courses that are taught with a focus on language acquisition, with a heavy emphasis on reading.

Anecdotally, many teachers, students, and families have reported that these learners thrive in a comprehension-based class. While there is very little formal research that explores why this happens, we can speculate (based on experience, anecdotal evidence, and reports from families and learners) that it may be because:

• Students are supported in reading by significant amounts of listening in the target language, in addition to teacher-led, guided reading of familiar texts before individual reading is expected. 
• Students are supported in linking meaningto the target language by a variety of teacher techniques, including: 
• Telling students what words mean.
• Using words in the target language in context, such as in reading, listening, conversations, games, etc. (rather than relying on individual identification of decontextualized words that may or may not be linked to meaning).
• Frequent and regular checks for understanding by the teacher.
• Use of gestures, illustrations, and more to ensure comprehension.

Specifically, The Somos Curriculum is grounded in an understanding of what novice learners can do. It has a strong emphasis on level- appropriate tasks that novice learners (Spanish 1 and 2) are capable of, and a de-emphasis on memorization.  Level appropriate tasks for novices include: interpreting familiar spoken and written language and responding with gestures, illustrations, single words and chunks of familiar language.  

Students with dyslexia and dysgraphia will certainly need to be supported according to their IEPs and 504 plans, especially with independent reading and writing.  However, many students find that they are able to successfully acquire language, and have fun doing it, without the stress of memorizing and producing language on demand at a developmentally inappropriate level.