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 15, 9:00-3:00 PM
Our Lady of Peace 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)
How do we teach reading & spelling effectively with 100% SUCCESS and with constant progress in decoding?
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!
Your child's success begins with a reading assessment and his lesson will start based on the findings of the evaluation. Click here to learn more about our reading assessment
Like any of our student with mild dyslexia who knows some of the basic sounds of the 26 letters of the alphabet and who is learning to read for the first time, your child could instantly learn how to read well. And if he also knows how swhatome of the basic sounds of the 26 letters look like, he could possibl also learn to spell instantly with the concept that follows the rules of the English language.
His improvement will continue if he sees the tutor at least three times per week and will do all the necessary reading practice at home. The severely dyslexic student who knows most of the 26 basic sounds could 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 if he knows what some of the 26 basic sounds look like; for example, he knows how the sounds of /b/, /u/, /g/ look like. His improvement will also continue if he sees the tutor five times per week, but generally, the student’s progress varies and it depends on many factors such as the degree of language difficulties, the severity of the student's challenges, his independent work, what is going on in his life, etc.
Along with strategies, techniques, and the 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.
The ability to spell the words within the concept that the student has learned will follow immediately, provided the student knows what the sounds 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.
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 our lesson tomorrow. 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 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
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.
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 the 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.
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.
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.
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
Prescriptive - We give permanent and effective solutions to our student's specific difficulties in reading, writing, spelling and comprehension
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.
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.