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)
“The success of your students will depend upon your skills as a teacher!”
---Anne Gillingham, 1956
Your STRUGGLING CHILD COULD EXPERIENCE Instant & Constant Decoding Progress & Immediate Improvement in Confidence LIKE ALL OUR STUDENTS!
A Path to Success
Assessing the student’s reading, spelling, writing, and comprehension skills is the first step toward the student's success even if he has his psychological evaluation. The psychological assessment will only give the results of the student’s difficulties but it does not tell us what concepts he knows and what he does not know and why he struggles to comprehend what he read. A student with mild dyslexia must also see the tutor at least three times per week and five times per week for a severely impaired student for continuous progress.
The lesson starts with the student’s needs based on the reading evaluation result. The student with mild dyslexia who is learning to read for the first time will instantly learn how to decode and his improvement will continue provided that he must see the tutor at least three times per week, but his progress varies. The student might learn a new concept and/or increase his fluency level and it depends on many factors such as his degree of language difficulties, his independent work, what is going on in his life, etc.
He will learn how to manipulate the sounds and the strategies and rules of the English language such as connecting, changing, and removing the sounds /m/, /g/, /p/, /t/, /d/, and short vowels /o/, /a/, /i/, etc., so that he can read unknown words: mog, pot, dop, pop, pam, tap, mam, gad, dim, pit, mim, etc.
Immediate Improvement in Confidence
Once the student knows that there are hidden strategies to read and spell unknown words, he won’t blame himself anymore. “It is not my fault if I couldn’t read, and I am not dumb; my instruction is just different!” His self-esteem will greatly improve and his self-confidence will soar.
The ability to spell the words within the concept that the student has learned will follow, even for a student with severe dyslexia. 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, even if he has not heard or seen these words before.
Fluency for Comprehension and Preparation for the Next Level
The student needs tons of practice, which we call fluency so that he does not have to sound out words. 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.
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, spell, prompt followed by either two-syllable words like a 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 the words back, lock, kick, kite, picnic, panic, access, etc, and why we are doubling the b, f, d, for the words rabbit, muffin, added, etc.