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Introduction

Ahmed was a highly motivated upper literacy student with fewer than six years’ education in his first language. He had good attendance and a positive attitude about school and learning.  His speaking and listening skills were strong, and he communicated effectively. At the time, Ahmed was employed at a local pizza shop, and his goal was to get his Canadian citizenship and open a family business.

I first met Ahmed when his teacher referred him for reading support. She observed him struggling to read basic CVC words—single-syllable three-phoneme (sound) word that follows the pattern of consonant sound, vowel sound, consonant sound. He had trouble distinguishing words like pat and pit,  Continue Reading →