Which of the following is NOT a component of a remedial program for students with dyslexia?

Self-directed reading is not typically a component of a remedial program designed specifically for students with dyslexia. The primary focus of such programs is to address the distinct challenges posed by dyslexia through structured methodologies.

Multi-sensory instruction, for instance, is a hallmark of remedial programs for dyslexia as it engages multiple senses—visual, auditory, and kinesthetic—thereby enhancing learning and retention. This approach forms a fundamental part of effective dyslexia intervention as it accommodates different learning styles and allows students to experience language in a holistic manner.

Fluency is another critical element, focusing on the speed and accuracy of reading. Developing fluency is essential for students with dyslexia to help them become more confident and capable readers. These programs often include repeated reading and guided practice to build fluency.

Comprehension is also a vital area addressed, as understanding what one reads is ultimately the goal of reading instruction. Remedial programs actively work on strategies to improve comprehension alongside decoding skills.

In contrast, self-directed reading typically promotes independent reading habits, which may not provide the necessary support and structured approach that students with dyslexia require for effective progress. Therefore, it does not align with the targeted strategies crucial in a specialized dyslexia program.