How do we teach reading & spelling effectively with 100% SUCCESS and with instant and constant progress as well as an immediate improvement in confidence?

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


Instant Decoding

 

The student's success begins with a reading assessment and his lesson starts with the evaluation result. Click here to learn more about our reading assessment:

A student with mild dyslexia who is learning to read for the first time will instantly learn how to read and spell and his improvement will continue if he sees the tutor at least three times per week. The severely dyslexic student will also instantly learn to read but the spelling could follow after a few sessions particularly if he has autism spectrum disorder and other disabilities & disorders and his progress will also continue if he sees the tutor five times per week. Generally, the student’s progress varies and it depends on many factors such as the degree of language difficulties, his independent work, what is going on in his life, etc. 

 

Along with strategies, techniques, and rules of the English language, the student will learn how to construct words according to 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 /m/, /g/, /p/, /t/, /d/ and short vowels /o/, /a/, /i/, etc., will be taught so that he can start reading during the first hour of his session not only familiar words like bit, pad, hot, rum but also unknown words like 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.

Encoding Capability

The ability to spell the words within the concept that the student has learned will follow immediately, even for severely dyslexic students. For example, shortly after the student has learned to read simple words with the short vowel o, he will learn to spell words such as gom, top, pod, mot, mod, mop, gop, got, dom, dot, pom, pod, etc.

Structured Sounds and Letter Writing

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

The student needs tons of practice, which we call fluency so that he does not need to sound out words 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 the preparation for the next level for continued progress – our lesson today is the preparation for the next lesson. Click here to learn more about fluency 

     

Expertise in reading & spelling instruction

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 problem have a less than a minute permanent solution. 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 solution, together with words that have consonant digraphs -ng, nk, r-controlled syllable have easy fix permanent answers.

 

Continued Progress in Reading & Spelling

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 mup 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.

Intensive, Structured, Systematic & Cumulative, Explicit, Cognitive, Multisensory Direct Instruction

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.

 

Structured - We introduce and teach lessons step-by-step starting from the easiest to the more 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. 

 

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. 

 

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.

 

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

 

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.

 

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

 

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

 

Flexible - We adapt our lessons based on our student's specific learning needs and capacity to learn and if possible, to meet the school's requirements.

 

We also incorporate strategies and techniques into our direct instruction so that our students can learn how to fluently and accurately read and spell independently and comprehend what they've read.

 

Our method of instruction also helps to alleviate our student's many difficulties associated with dyslexia and other learning disabilities.

 

The intensity and inclusion of the components vary according to the student’s capacity to learn, his specific learning needs, and language difficulties.

 

Using our evidence-based individualized multisensory structured intervention, and with specific strategies and appropriate techniques, our students have started learning to read during the first hour of their first session with faster progress and visible result. They also experience a high degree of success in each lesson, which also helps them to gain confidence and improve their self-esteem.

 

 

 Your decision today is your CHILD'S tomorrow!

Multisensory Reading Clinic Dyslexia Therapeutic Tutoring     www.multisensoryreadingclinic.com     Orton-Gillingham Instruction

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