Multisensory Reading Clinic
100% Success Online & Onsite Orton-Gillingham Dyslexia Treatment
Expertise in Literacy Instruction with High-Powered Reading & Spelling Skills
Greater Montreal, Quebec, Canada
The Greater Montreal area's only direct, expilcit, multisensory, structured, systematic, cumulative, diagnostic, prescriptive, intensive, and cognitive, but flexible phonics and research-based instruction literacy clinic with 100% SUCCESS literacy intervention, remediation, and prevention
Literacy Training for classroom educators
May 29, 9:00-3:00 PM
St. Vincent Elementary, Laval
Sir Wilfrid Laurier School Board Educators - Exclusive
Dyslexia Specialist/Therapist, Orton-Gillingham Practitioner/Tutor, Learning Disabilities Specialist/Strategist
Structured Literacy Intervention, Remediation & Prevention for Nonreaders & Struggling Readers
"The positive impact Ruth has had on my daughter cannot be overstated. We tried for years to find support for her dyslexia but to no avail. With Ruth, we saw immediate improvements in my daughter's decoding and confidence." "Highly recommended."
- Rishi Dhir (Elephant Stone)
What is Dyslexia?
Dyslexia from Greek and Latin means: dys = difficulty, lex = words, ia = abnormal condition. Therefore it means difficulties with words and it involves, expression, organization, reading, writing and spelling of words!
A child may be considered dyslexic if his achievement in spoken language, reading, spelling, penmanship, and other associated language skills falls below his age level, physical condition...and conventional educational opportunity - an excerpt from Dr. Samuel Orton's explanation, 1925, 1928. 1937
It is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result in a deficit in the phonological component of language that is often unexpected to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge (Lyon, Shaywitz, & Shaywitz, 2003, p2).
A more detailed explanation:
A specific learning disability is an impairment of learning ability that may affect one or more academic areas, but not others, and that exists in spite of adequate intelligence and opportunity to learn. For example, a person may be good at math or mechanical problem solving but poor at reading. A specific learning disability is also defined in special education laws and policies, often in different ways by different states (United States).
Neurobiological in origin means that a person’s reading, language, or writing problems arose from factors within that individual that have a basis in “wired in” aptitudes for language learning and reading. However, the person’s environment and experiences in life also determine how well he or she learns.
Accurate and fluent word recognition is the person’s ability to read single printed words accurately and quickly and to read aloud with sufficient speed to support understanding.
Spelling and decoding abilities refer to the person’s ability to spell accurately and to read unknown words by using phonics or letter-sound correspondences and by recognizing syllable patterns and other chunks of longer words.
A deficit in the phonological component of language is difficulty pronouncing, remembering, or thinking about the individual speech sounds that make up words.
That is often unexpected means that in spite of typical classroom instruction, adequate intelligence, and opportunity to learn, the person with dyslexia struggles with reading and/or writing more than other students at the same grade or ability level
Secondary consequences mean that the students with dyslexia who cannot and do not read very much and are not “wired” to learn language easily, often have related problems such as learning the meaning of words and comprehending academic language as they progress through the grades
Who is dyslexic?
10 to 15 % American men and women (no record of Canadian accurate data)
Some may have severe problems in several areas: reading, spelling, remembering, listening, and sequencing
Occurs among all groups of the population, from young children to adults
Not related to race, age, or income
Some may have gone undiagnosed
Some are highly intelligent and with proper remediation, many may go on to become successful in their careers
What causes dyslexia?
Results from differences within the organization of the brain
Are born with this condition and it tends to run in families
If we suspect dyslexia, what should we do?
Find someone who can provide appropriate help:
Who can test the oral and written, expressive, and receptive language skills in oral reading, spelling, vocabulary, comprehension, handwriting, and composition
Parents should expect that the diagnosis will be followed by a report that includes a recommendation of the appropriate plan
What can be done about dyslexia?
The good news is that with proper remediation, appropriate teaching to learning how to read approach, and hard work, individuals with dyslexia can lead to having successful and productive lives
Parents should look for someone knowledgeable about and sympathetic to learning differences-a professional who will work with the student to ensure that their child’s program should help him reach his maximum potential
Additional Source: Basic Facts About Dyslexia by: Wilkins, A, Garside A