DYSLEXIC SUFFERERS
Require specialist teaching to acquire literacy skills.
Each session is structured along the student’s individual scope and sequence needed to properly understand the reading process and break the alphabetical code.
The approach we use is multisensory. The term multisensory refers to the strategy of involving and linking the student’s eye, ear and hand to bolster learning. By accessing these senses the student has a greater chance of recall and application of what has been learnt.
Each multisensory session tackles phonics (including phonemic awareness), syllables, morphology, syntax and semantics, where appropriate for the student, and emphasises the importance and necessity for explicit language teaching to be systematic, cumulative, direct and sequential.
More evidence is emerging on the power of a multisensory approach as more information is known about neuroscience. “Several studies on the effect of intensive, systematic, structured language instruction on children with reading disabilities have shown functional brain patterns may become more normalised as a consequence of instruction. ( See Birsh,J. Multisensory Teaching of Basic Language Skills 3rd Ed., 2011).”
On a more local level, in each session the student reviews all known sounds (blends) in isolation, to check for continued letter to sound correspondence. The student then decodes and encodes (spells) words from known grapheme blends and uses them in dictated sentences. A new skill is introduced once mastery is achieved with previous blends. Lots of practice using a variety of hands on materials (games, apps flashcards, touch typing) is used to reinforce learning and as a scaffold for new skills.
For other identified, underlying problems like sequencing difficulties, auditory memory problems and organising for writing activities, are tackled within time constraints.
Group sessions have no more than 2 students and all work on their own individual programs and are taught by a specialist teacher. Homework is given each week to facilitate, review and practice reading fluency and comprehension.
Private sessions are tailored to the individual who wishes one-on-one time or greater flexibility within the structured time frame.
Our aim is to make each student feel comfortable, experience success, gain knowledge and practice through a multisensory phonics approach.
Require specialist teaching to acquire literacy skills.
Each session is structured along the student’s individual scope and sequence needed to properly understand the reading process and break the alphabetical code.
The approach we use is multisensory. The term multisensory refers to the strategy of involving and linking the student’s eye, ear and hand to bolster learning. By accessing these senses the student has a greater chance of recall and application of what has been learnt.
Each multisensory session tackles phonics (including phonemic awareness), syllables, morphology, syntax and semantics, where appropriate for the student, and emphasises the importance and necessity for explicit language teaching to be systematic, cumulative, direct and sequential.
More evidence is emerging on the power of a multisensory approach as more information is known about neuroscience. “Several studies on the effect of intensive, systematic, structured language instruction on children with reading disabilities have shown functional brain patterns may become more normalised as a consequence of instruction. ( See Birsh,J. Multisensory Teaching of Basic Language Skills 3rd Ed., 2011).”
On a more local level, in each session the student reviews all known sounds (blends) in isolation, to check for continued letter to sound correspondence. The student then decodes and encodes (spells) words from known grapheme blends and uses them in dictated sentences. A new skill is introduced once mastery is achieved with previous blends. Lots of practice using a variety of hands on materials (games, apps flashcards, touch typing) is used to reinforce learning and as a scaffold for new skills.
For other identified, underlying problems like sequencing difficulties, auditory memory problems and organising for writing activities, are tackled within time constraints.
Group sessions have no more than 2 students and all work on their own individual programs and are taught by a specialist teacher. Homework is given each week to facilitate, review and practice reading fluency and comprehension.
Private sessions are tailored to the individual who wishes one-on-one time or greater flexibility within the structured time frame.
Our aim is to make each student feel comfortable, experience success, gain knowledge and practice through a multisensory phonics approach.
