Learn, Read, Succeed




The BEST and the MOST Effective Literacy Instruction for students with dyslexia is also the BEST and the MOST effective reading and spelling instruction for students without disabilities!

Imagine the progress of students without learning difficulties if you teach them the best and the most effective reading and spelling instruction for students with dyslexia! They will learn further with their approximately 180 hours, - one school year of schooling! 

As long as the language that you teach them is based on sounds that represent the language at the elemental level such as English and French, the process is the same; teach the sounds of the language correctly first

  • The sounds of the language are the basic building blocks of words, the foundation or the backbone for learning to read and spell, therefore it is very important to teach the speech sounds the proper way, as it will greatly affect the learning process; for example, although the words "hat," "hot," "hut," are just differ by vowel sounds,  the words mean differently from each other.

  • In addition to learning the sounds, the instructor should teach the students how to connect and pull out the sounds so that they can read and spell unknown minimal words, such as "tab," "mud," "bin," " log," even if he has not seen these words.

  • Added to the sounds, the students must also learn the rules of the language, the syllable types, and strategies, as well as the word part and how to pull out and put them back together, so that longer words are manageable to read and spell

  • The reading teacher should explain the instruction in a clear and detailed manner to avoid confusion and should provide examples of the concepts using the seeing, touching, and hearing with "I do," "We do," and "You do, "methods to reinforce learning.

  • The students need to learn the concepts in a step by step manner and the concepts should be broken down from the simplest to the most difficult level to prevent frustration

  • Each concept should be mastered and or the students must reach the fluency of that lesson before moving on to the next level so that the next step would not be too difficult for them to learn

  • If the students have specific difficulties in learning certain concepts, such as difficulties in blending some sounds and/or confusions with b/d/p/, the teacher must address that issue before introducing the next lesson.

  • Not all students can progress in the same phase as the others, therefore, if some students have difficulties in learning specific concepts, these students need to be pulled out of the classrooms to receive further literacy instruction. 

 Your decision today is your CHILD'S tomorrow!

Multisensory Reading Clinic, Reading Specialist- Montreal, Laval, Quebec, Orton-Gillingham Tutor, Dyslexia Specialist, Learning Disability Specialist, ADHD Reading Tutor, Autism Reading Tutor, Special Needs Tutor, Learn to Read Tutor, Intellectual Disability Reading Tutor
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Multisensory Reading Clinic Dyslexia Therapeutic Tutoring     www.multisensoryreadingclinic.com     Orton-Gillingham Instruction