At Multisensory Reading Clinic, we do not only helping your child to learn how to read and spell, but we are also instilling his self-confidence and self-esteem because we know the psychology of reading.
We know what to teach and how to teach!
Our Multisensory Reading & Spelling Program is the most effective and the most appropriate reading program to learn the English language particularly for students with language difficulties like dyslexia because our program, like English is based on elemental language processing. The lessons start with the individual sounds because English also represents language at the phoneme level.
With us, you child will learn not only how to say the sounds (speech sounds) correctly, but also how to read, write, and spell properly and comprehend what he reads.
This principle of teaching to read, write, spell and comprehend applies to all languages that are based at the phoneme level, including the French language.
The introduction, application, and mastery of our Multisensory Reading and Spelling Program is usually taught from kindergarten to grade five until high school for spelling in regular schools
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 also give parents the opportunity to help speed up the process of learning by lending our materials to bring at home, usually wordcards to practice for fluency.
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, 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 to our evidence-based approach to teaching to improve concentration, enhance sounds, letters, words, and patterns recognition and reinforce learning.
Direct Instruction - The instructions of all concepts are directly taught, thoroughly explained and modeled by the reading instructor with "I do," "We do," and "You do" concept.
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 to 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 their 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 multisensory structured intervention, and with specific strategies and appropriate techniques, our students have learned to start reading at the very early stage of our program, as a matter of fact, to date, all of them have started learning to read during the first hour of their first session. They also experience a high degree of success in each lesson, which also helps them to gain confidence and improve their self-esteem.