Mrs. Veselka's Dyslexia Website

Welcome to my website!! 
I am one of the Dyslexia specialists for China Spring Elementary School.  I hope this website will help communicate information about Dyslexia and our district's program. If you have any questions, please email me or call 836-4635.

China Spring Dyslexia Program


Scottish Rite "Take Flight"

Take Flight addresses the five components of effective reading instruction identified by the National Reading Panel’s research and is a comprehensive Tier III intervention for students with dyslexia.

  • Phonemic Awareness – following established procedures for explicitly teaching the relationships between speech-sound production and spelling-sound patterns.
  • Phonics – providing a systematic approach for single word decoding
  • Fluency – using research-proven directed practice in repeated reading of words, phrases and passages to help students read newly encountered text more fluently.
  • Vocabulary – featuring multiple word learning strategies (definitional, structural, contextual) and explicit teaching techniques with application in text.
  • Reading Comprehension – teaching students to explicitly use and articulate multiple comprehension strategies (i.e., cooperative learning, story structure, question generation and answering, summarization and comprehension monitoring)

    Dyslexia Daily Homework:

       (please see the attached examples below)

1.  Handwriting Practice: Fill in the bottom two rows practicing the new letter(s) introduced.


2.  RAP Practice- Read page aloud 1 to 2 times. This should take no more than 5 minutes per page.

Purpose of RAP page:

*Connect the printed letters to their sound—Concept learned for the day

*Develop accurate and effortless reading through repeated practice

*Increase reading speed while maintaining accuracy

3. Instant Word Practice- Read entire page aloud 1 to 2 times.  Instant words provide a list of 300 words that occur frequently in reading. This should take no more than 3 minutes per page.

Purpose of I.W. page:

*Provide repeated practice in groups of


*Develop rapid, accurate word 



4. Reading Log- (Minimum 15 min. daily) Can be a combination of student reading plus others reading to the child, including books on tape.  Record number of minutes read aloud and date/title.  For example, Mom can read to child for 8 minutes and child can read for 7 minutes for it to equal 15 minutes of reading.


5. RATE practice pages: (start these after lesson 35)  Read each page aloud. In class, I time him/her for 30 seconds to see how many words they can read. You do not have to time your child, but you can if you desire to. This should not take more than 5 minutes per page.

*Goal of RATE practice is to attain a level of reading rate that will transfer to passage reading and comprehension of text within a range of expectation for the child.


**** If the student struggles on a word on any of the practice pages, give the word to the child and have him/her repeat it.

**** If needed, read the first row of the section or column to the child and have him/her echo the words. Then have him/her read the section to you.

What is Dyslexia?

Take a moment to watch this brief video to learn more....

Characteristics of Dyslexia

The following are the primary reading/spelling characteristics of dyslexia: 
    • Difficulty reading words in isolation 
    • Difficulty accurately decoding unfamiliar words 
    • Difficulty with oral reading (slow, inaccurate, 
        or labored) 
    • Difficulty spelling 
*****It is important to note that individuals may demonstrate differences in degree of impairment

The reading/spelling characteristics are most often associated with the following: 
    •Segmenting, blending, and manipulating sounds in words (phonemic awareness) 
    •Learning the names of letters and their associated sounds 
    •Holding information about sounds and words in memory (phonological memory) 
    •Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid 

Consequences of dyslexia may include the following: 
    •Variable difficulty with aspects of reading comprehension 
    •Variable difficulty with aspects of written language 
    •Limited vocabulary growth due to reduced reading experiences 

       Dyslexia Handbook 2014
If the following behaviors are unexpected for an individual’s age, educational level, or other thinking abilities, they may be risk factors associated with dyslexia. 

    Delay in learning to talk 
    •Difficulty with rhyming 
    •Difficulty pronouncing words (e.g., “pusgetti” for “spaghetti,” “mawn lower” for “lawn mower”) 
    •Poor auditory memory for nursery rhymes and chants 
    •Difficulty in adding new vocabulary words 
    •Inability to recall the right word 
    •Trouble learning and naming letters and numbers and remembering the letters in his/ her name 
    •Aversion to print (e.g., doesn’t enjoy following along if book is read aloud) 

Kindergarten and First Grade 
    •Difficulty breaking words into smaller parts (syllables) (e.g., “baseball” can be pulled apart into “base” “ ball” or “napkin” can be pulled apart into “nap” “kin”) 
    •Difficulty identifying and manipulating sounds in syllables (e.g., “man” sounded out as /m/ /ă/ /n/) 
    •Difficulty remembering the names of letters and recalling their corresponding sounds 
    •Difficulty decoding single words (reading single words in isolation) 
    •Difficulty spelling words the way they sound (phonetically) or remembering letter sequences in very common words seen often in print ( e.g., “sed” for “said”) 

Second Grade and Third Grade 
Many of the previously described behaviors remain problematic along with the following: 
    •Difficulty recognizing common sight words (e.g., “to,” “said,” “been”) 
    •Difficulty decoding single words 
    •Difficulty recalling the correct sounds for letters and letter patterns in reading 
    •Difficulty connecting speech sounds with appropriate letter or letter combinations and omitting letters in words for spelling (e.g., “after” spelled “eftr”) 
    •Difficulty reading fluently (e.g., slow, inaccurate, and/or without expression) 
    •Difficulty decoding unfamiliar words in sentences using knowledge of phonics 
    •Reliance on picture clues, story theme, or guessing at words 
    •Difficulty with written expression 

Fourth Grade through Sixth Grade 
Many of the previously described behaviors remain problematic along with the following: 
    •Difficulty reading aloud (e.g., fear of reading aloud in front of classmates) 
    •Avoidance of reading (e.g., particularly for pleasure) 
    •Acquisition of less vocabulary due to reduced independent reading 
    •Use of less complicated words in writing that are easier to spell 
    •Reliance on listening rather than reading for comprehension 

Middle School and High School 
Many of the previously described behaviors remain problematic along with the following: 
    •Difficulty with the volume of reading and written work 
    •Frustration with the amount of time required and energy expended for reading 
    • Difficulty with written assignments 
    • Tendency to avoid reading (particularly for pleasure) 
    • Difficulty learning a foreign language 

Crystal Veselka,
Aug 19, 2015, 8:32 AM
Crystal Veselka,
Aug 19, 2015, 8:32 AM
Crystal Veselka,
Dec 15, 2016, 5:31 AM
Crystal Veselka,
Aug 19, 2015, 8:33 AM
Crystal Veselka,
Aug 19, 2015, 8:33 AM
Crystal Veselka,
Feb 6, 2017, 9:25 AM