Effective Reading and Spelling program for Dyslexia Multisensory Reading Clinic Dyslexia Therapeutic Tutoring, Ruth Tougas, Effective Literacy Instruction for dyslexia, Dyslexia Reading success, Success Reading instruction for dyslexia Orton Gillingham -Multisensory Reading Clinic

THE Literacy Instruction in Schools is the primary cause of the students' Academic Failure

 

The primary cause of the students' academic failure is the way the reading teachers teach our children in our schools today and it starts from kindergarten where the children should learn the sounds of the English language correctly. Their method of instruction is commonly referred to as the whole language approach.

Whole language approach

  • is teaching reading and spelling without breaking the English language down into its parts

  • presumes that children will learn to read naturally through exposure to literature

  • has minimal, incidental, or no instruction at all to learn how to read and spell

  • instructs children to look at the pictures such as a children's book to guess unknown words, the reason why when your child is seeing a picture of a house with a print word home, he will read it as a "house" because the word "home" starts with the letter "h"  but sometimes he can also guess it correctly. Fortunately,  you have a way to verify if your child can really read. 

  • guessing words is actually the emphasis of the instruction

 

While some of the reading teachers are now adding phonics in their "reading instruction," especially at the kindergarten level, most of them do not know how to teach the English language the proper way, such as how to explicitly teach the sounds of the English language correctly.  For example, they are adding the short vowel a sound to the sounds of the following letters: c, k, d, f, g, j, l, m, n, r, s, t, and v.

They do not know how to teach spelling either. As you have noticed, your child arrived at home with a sheet of spelling list to learn but with no instruction except to " practice these words" for the spelling test on Friday.  This spelling list is mixed up with simple and long words combined with a short vowel, long vowel, and vowel team words such as about, got, cake, something, everyone.  Although your child might score eight out of ten on his spelling test, after a week your child has forgotten how to spell those words and if he needs to learn these words again, he will start to practice writing down these words all over again. With close to a million words and counting, your child is way far behind to be able to learn how to spell independently more so of reading.

Why your child's reading teacher does not know how to teach?

Effective instruction in learning to read and spell is the missing foundation in teachers' education and the reading teachers have not learned it either from their school's education programs or professional training development.

Furthermore, our education system fosters an environment of independence and isolation with no accountability. Reading teachers teach independently in their classroom and they are not held accountable for their actions. They can teach what and how they want regardless of the outcome. They make decisions about the literacy instruction from the misleading online resources and printed materials and they are relying on their own instincts about how their students learn. 

Why can't my child learn to read and spell the way they teach?

  • Words become just things to children with dyslexia taught by the whole language approach and if they have not seen the words, they cannot read and spell the words, therefore they also cannot comprehend what they read. They cannot read!

 

to be continued...

 Your decision today is your CHILD'S tomorrow!

Multisensory Reading Clinic Dyslexia Therapeutic Tutoring Service Learning Center 100% Success rate Learning to read, Ruth Tougas, Orton-Gillingham Tutor, Reading Specialist, Literacy Specialist, Montreal, Laval Quebec

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

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