What is a misalignment in Elijah's intervention based on structured literacy instruction?

The identification of a misalignment in Elijah's intervention based on structured literacy instruction revolves around the importance of evidence-based practices that effectively support individuals with dyslexia. Structured literacy emphasizes systematic phonemic awareness, phonics, vocabulary development, reading fluency, and comprehension strategies in a structured manner.

Memorizing high-frequency words without context can lead to challenges in comprehension, as it does not engage the learner in understanding how these words fit within sentences or texts. This method lacks the necessary connection between words and their meanings or usage, which is essential for developing reading skills in a structured way.

Using repetition and practice with flashcards is often helpful, but if it is not coupled with the application of learned skills in meaningful contexts, it may not align with the core principles of structured literacy. Flashcards alone do not provide the necessary depth of understanding or integration with language structures that students need.

Utilizing pictures and context clues for decoding is another area where misalignment can occur. While context clues are beneficial in some reading strategies, relying too heavily on them might prevent students from developing strong decoding skills based on phonemic awareness and phonics, which are central to structured literacy approaches.

Thus, the option indicating "all of the above" highlights how each method presented does