A NEURO-PEDAGOGICAL APPROACH TO SUPPORTING READING–SPEECH SKILLS IN CHILDREN AT RISK FOR DYSLEXIA
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Abstract
Children at risk for dyslexia frequently experience persistent difficulties with accurate and fluent word recognition, decoding, spelling, and the coordination of speech production with print processing; these challenges are typically rooted in weaknesses in phonological awareness, rapid automatized naming, verbal working memory, and prosodic control. A neuro-pedagogical approach translates insights from cognitive neuroscience—neuroplasticity, multisensory integration, temporal sampling, and executive control—into precise, classroom-ready routines that strengthen the mapping between phonology and orthography while simultaneously enriching oral language. This manuscript presents a practitioner-oriented, ethically grounded, and data-informed framework built around structured literacy, articulatory-kinesthetic cues, rhythm–prosody scaffolds, targeted naming-speed and working-memory practice, dialogic language enrichment, and tight progress-monitoring loops. A twelve-week, high-frequency intervention design is described with session choreography, materials, dosage, and decision rules, including adaptations for bilingual learners and for students with co-occurring speech-sound or attention difficulties. The approach aims to raise decoding accuracy, oral reading fluency, expressive vocabulary and syntax, and learner self-efficacy while maintaining feasibility for teachers and dignity for students.
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