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This literacy packet is designed for preschool and early elementary students (ages 4–7) who have been diagnosed with dyslexia or identified as at riskand who lack the phonological awareness skills necessary to begin learning to read and/or spell. These are the students who often face significant reading challenges, making early identification and intervention critical.
We believe it is essential for pediatric speech-language pathologists to be vigilant in identifying dyslexia and to incorporate literacy into their practice. Early literacy intervention is not only highly effective—it is engaging, rewarding, and powerful to witness as students begin mastering foundational skills that support long-term reading success.
This packet is appropriate for:
Students diagnosed with or at risk for dyslexia
Preschoolers who need explicit phonological awareness instruction before reading
School-aged students who lack basic phonological processing skills
Skills Covered
Rhyming – Identifying and producing rhyming words
Syllable Counting – Counting, segmenting, and blending syllables
Beginning Sounds – Recognizing and matching initial phonemes
Phoneme Blending – Combining sounds to form words
Phoneme Segmentation – Breaking words into individual sounds
Phoneme Manipulation – Adding, deleting, or substituting sounds
Letter–Sound Correspondence – Connecting letters with their sounds
To support early identification, we encourage clinicians to utilize our free Dyslexia Screener, available on our website, to help determine which students would benefit from this intervention.
This literacy packet is designed for preschool and early elementary students (ages 4–7) who have been diagnosed with dyslexia or identified as at riskand who lack the phonological awareness skills necessary to begin learning to read and/or spell. These are the students who often face significant reading challenges, making early identification and intervention critical.
We believe it is essential for pediatric speech-language pathologists to be vigilant in identifying dyslexia and to incorporate literacy into their practice. Early literacy intervention is not only highly effective—it is engaging, rewarding, and powerful to witness as students begin mastering foundational skills that support long-term reading success.
This packet is appropriate for:
Students diagnosed with or at risk for dyslexia
Preschoolers who need explicit phonological awareness instruction before reading
School-aged students who lack basic phonological processing skills
Skills Covered
Rhyming – Identifying and producing rhyming words
Syllable Counting – Counting, segmenting, and blending syllables
Beginning Sounds – Recognizing and matching initial phonemes
Phoneme Blending – Combining sounds to form words
Phoneme Segmentation – Breaking words into individual sounds
Phoneme Manipulation – Adding, deleting, or substituting sounds
Letter–Sound Correspondence – Connecting letters with their sounds
To support early identification, we encourage clinicians to utilize our free Dyslexia Screener, available on our website, to help determine which students would benefit from this intervention.