Multisensory Reading Clinic

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How do we teach reading and spelling effectively with 100% SUCCESS and with constant progress in decoding?

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The goal of each of our sessions is SUCCESS, and all of our lessons are geared toward SUCCESS   with visible  SUCCESS     because we know what to teach and how to teach!

Instant Decoding

 

Your child's success begins with a reading assessment, and his lesson will start based on its result. 

 

If your child has mild dyslexia and can recognize and knows some of the basic sounds, he too, like all our students with mild dyslexia can start learning to read instantly and his improvement will continue if he sees the tutor at least three times per week and does all the necessary reading practice at home.

 

The severely dyslexic students who can recognize and know most of the 26 basic sounds could also start learning to read, but the spelling could follow after a few sessions particularly if he has autism spectrum disorder and other disabilities and disorders; for example, if he knows the sounds of /b/, /u/, /g/, and can recognize them, then he can start learning to read.  

 

Along with strategies, techniques, and the rules of the English language, the student will learn how to construct words according to the six types of syllables which will be introduced gradually. Phonological awareness is strongly emphasized during the lessons until the student has mastered segmenting and blending the sounds and it starts with simple closed-syllable words by learning and manipulating the sounds correctly. Connecting the sounds such as /m/, /g/, /p/, /t/, /d/ and short vowels such as /o/, /a/, /i/, etc., will be taught so that he can start reading even unknown words during the first hour of his session such as mog, pot, dop, pop, pam, tap, mam, gad, dim, pit, mim. Changing, putting back, and removing the sounds will follow soon such as changing the short vowel /a/ from hat to /o/ to make the word hot; putting the sound /b at the beginning of the word lock to make the word block, and removing the sound /p/ from the word promp to make the word prom.

 

Keywords to get the sounds and strategies to manipulate the sounds and rules of the English language to analyze spoken words such as how to identify if it has a short vowel /a/ like rack or long vowel sound /a/ like rake are part of the lesson so that he can read and spell words even if he has not seen them.

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Encoding Capability

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The ability to spell the words within the concept that the student has learned will follow immediately provided the student knows the sounds and what they look like, such as the short vowel /o/, consonants /g/, /t/, /m/, /d/, as such he can he spell words gom, top, pod, mot, mod, mop, gop, got, dom, dot, pom, pod, etc.

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Structured Sounds and Letter Writing

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The student will learn not only how to construct the words, but also how to write the letters correctly in a structured method. The sounds are presented and arranged meticulously based on the easiest way of learning and writing executions, except for the vowels. The student will learn the c, followed by o, then g, etc. The vowels are taught based on the necessity of the student. 

 

Fluency for Comprehension and Preparation for the Next Level

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 Fluency is part of each lesson. It is a practice, a reinforcement, a review, and a preparation for the next concept by reading selected previously taught words in packs with timers. The student needs tons of practice, reinforcement, and a review of the previously taught concepts so that he does not need to sound out words and can move faster from one lesson to another, and the parents have the opportunity to borrow from our more than 100, 000 handwritten word cards. Sounding out words affects reading comprehension because his mind is preoccupied with connecting the sounds to make words thus, he does not have the attention to understand what he is reading.  Fluency is also a preparation for the next level for continued progress – our lesson today is the preparation for our lesson tomorrow. 

     

Expertise in reading & spelling instruction

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We have magic bullet permanent solutions to your struggling dyslexic child's reading, spelling, handwriting, basic writing, and comprehension problems! Lowercase letters b and d, was and saw, from and from problems have less than a minute permanent solutions. Difficulties learning the words in reading and spelling with silent e words such as sake, cote, cule, strike, etc. have also a snap-of-a-finger permanent result, together with words that have consonant digraphs -ng, nk, and the r-controlled syllable have easy fix permanent answers.

 

Continued Progress in Reading & Spelling

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The student’s progress continues either within the same concept or moving into a new lesson, depending on the student’s capacity to learn while building up his fluency from the previous tasks. For example, the student who is building his fluency with words like nog, dit, lan,pem, and mum could proceed with the words like shock, chat, when, thus, click, glant, spend, prompt followed by either two-syllable words like rabbit, haptic, contempt, asphalt, diphthong, or with words like quake, mune, wove, stade. He will also learn the strategies and rules such as when and how to use the ck, c, and k such as back, lock, kick, kite, picnic, panic, access, etc.,  and why we are doubling the b, f, d, for the words rabbit, muffin, added, etc.

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Direct, Explicit, Multisensory, Structured, Systematic, Cumulative, Diagnostic, Prescriptive,

Intensive, Cognitive Flexible Instruction

 

Direct - The instructions of all concepts are directly taught, thoroughly explained, and modeled by our expert reading instructor with the "I do," "We do," and "You do" concepts.

 

Explicit - The component skills for reading spelling, writing, handwriting, and comprehension are thoroughly explained; students are thoroughly taught the necessary skills to fluently and accurately read and spell and to improve reading comprehension. We discouraged our students from guessing at words.

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Multisensory - We use the visual, auditory, and kinesthetic senses in our evidence-based approach to teaching to improve concentration, enhance sounds, letters, words, and pattern recognition, and reinforce learning.

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Structured - We introduce and teach lessons step-by-step starting from the easiest to the most complex concepts. Our structured lesson includes phonological awareness, sound-symbol relationships, letter recognition, syllable instruction, morphology, syntax, and semantics,  depending on the student's specific needs, in addition to comprehension instruction. 

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Systematic and cumulative – Our organization of materials follows the logical order of the language. The sequence begins with the most basic and easiest elements of concepts and moves to more difficult concepts. The introduction of each step is based on the skills previously learned and is determined by careful planning and continuous assessment. 

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Diagnostic Teaching - Our individualized lesson is based on each student's specific learning needs and capacity to learn and not a packaged one-size-fits-all model. We meticulously design our lessons and create activities to help resolve the learner's difficulties

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Prescriptive - We give the best permanent and effective solutions to each student's specific difficulties in reading, writing, spelling, and comprehension 

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Intensive – We make the most of our time from the beginning to the end of each session. We review and practice the previous concepts, and if it permits we introduce a new lesson.  We will also allow the parents to help speed up the process of learning by lending our materials usually word cards to practice at home from the more than 100,000-word cards that we have made so far.

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Cognitive - We encourage our students to think and ask questions about the concepts we have taught.

 

Flexible -The intensity and inclusion of the components to learn will be adjusted and is based on the student's specific learning needs and his capacity to learn and if possible, to meet the school's requirements. 

 

Our method of instruction also helps to alleviate our students' many difficulties associated with dyslexia and other learning disabilities. They also experience a high degree of success in each lesson, which also helps them to gain confidence and improve their self-esteem and self-worth.