- Reading Therapy
- Brain Based Reading
- Reading Approaches
Reading success or failure has a tremendous influence on a child’s self confidence and motivation to learn.
It is imperative that the skills children must learn in order to read well are reflected in the classroom reading program and instructional approaches. The goal of reading therapy is to help prevent the predictable consequences of early reading failure. Identifying children early means that teachers can start using appropriate methods to ensure the learning journey is smoother and enjoyable for all children.
Reading Therapy is not tutoring.
Therapy emphasizes the development of underlying reading processes that form the foundation for reading and language. Therapy is based on automaticity and accuracy of the reading processors:
*A tutoring service involves re-teaching the material from school and helping the students complete their assignments.
We recognize that reading is more than just putting sounds to letters.
Reading is a complex process, involving phonological and language skills. This process may break down at various points for a variety of reasons. Some people experience difficulty with reading and or/understanding the English writing system and as a result learning how to read becomes a painful chore rather than an exciting adventure. Reading therapy provides the key to unlock the door to learning and to make reading, not only an enjoyable part of living but also a pathway to learning in any discipline.
A weakness in phonemic awareness results in miscues such as the omission-, substitution and reversal of sounds and letters within words.
– Difficulty learning letter names and sounds
– Reliance on sight words, “ guessing” at words
– Difficulty sounding out words phonetically for reading
– Mispronunciation of words when speaking English, such as saying “aminal” for“ animal”
– Difficulty with rapid naming of known objects, colors, shapes. Inability to correct reading errors.
–Difficulty perceiving and understanding spoken language as poor sequencing- of- sounds in speech
– Poor reading comprehension skills
Brain Based Reading
Brain based reading and learning methods help connect neuroscience
to the classroom. We believe in reading research, that these underlying processes are the “keys” to learning. With these” keys,” students not only become independent readers, writers and spellers; they become independent learners for life! Brain based reading is an approach that addresses and changes the underlying weakness or weaknesses a student has. Children learn to overcome the weakness rather than just learn how to cope with it. Brain based learning encourages students to enjoy the learning process and to have fun while analyzing and using tools and strategies to “break the code” of the English language.
Brain based reading supports struggling readers learning to read in English.
Our goal is to diagnostically identify each child’s struggle in language and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read. Lessons target and reinforce specific skills and sub-processors of reading.
Orton-Gillingham is a highly structured, sequential multisensory, phonic-based approach to teaching reading and spelling. O.G. is intended primarily for use with children who have difficulty with reading, spelling and writing. Multisensory techniques are used to promote better retention as students are taught the phonetic codes of the language. This is much easier than having to memorize thousands of words by sight. The 44 basic sounds and the letters that represent them are taught one at a time in building block fashion.
Daily drill on the sounds and plenty of word decoding practice will help them to master this foundation. Children read material, with controlled vocabulary, that introduces the sounds in a good phonics sequence to avoid confusion. With the proper preparation, students continually have successful reading experiences.
O.G. Therapy: is integrative and direct, content covered: decoding letter sound relations (using mnemonic letters), word analysis (six syllable types), word recognition (sight words), vocabulary (grammar), oral reading, reading comprehension, and spelling (generalizations and rules).
Key Features of O.G:
- Simultaneous, multisensory instruction for reinforcing the name, formation, and sound of letters: vision, hearing, and touch simultaneously to promote higher retention.
- Teach phonics skills one at a time in building block fashion.
- Use a sequence that minimizes confusion (systematic).
- Teach decoding (reading) and encoding (spelling) skills using the 44 basic sounds of the English language helping those who cannot memorize words by sight, and helping all students to read largerwords independently.
- Review DAILY the vowel, phonogram, and digraph sounds until mastered.
- Provide decodable stories with controlled vocabulary that builds on the skills taught to date— eliminating the tendency to guess.
- Teach comprehension and language arts skills within the context of the stories (to give the skills meaning and purpose).
Lively Letters is a highly dynamic phonemic awareness approach developed by Nancy Telian, a speech and language pathologist and reading specialist.
Lively Letters combines phonology and phonics to improve reading and spelling in English for all learners. Students learn to recognize phonemes (sounds), to read words efficiently and to spell words correctly.
You may be familiar with letter names/or sounds, but with Lively Letters we focus on how the sounds are made. Using a guided discovery approach we learn how the sounds are made and how to determine if our voices are on or off. The letters are directly embedded into pictures of lively characters that show what the mouth is doing when the sound is produced.
An engaging story and hand cue help the student to elicit the sound quickly. Students repeat the sounds and learn the oral kinesthetic features of the sound to help with correct pronunciation and to eliminate confusions. Our Lively Letters love to share their personalities and character!
Key Features of Lively Letters:
Incorporating metagcognition in teaching is about thinking about “what we know” and “what we don’t know”. A metacognative environment encourages an awareness of thinking.
Our Metacognitve strategies like MIM and activities like the Word Web help students’ make connections and reflect upon their own learning about the “web of words” in their heads. We begin with the children’s prior knowledge about a word’s meaning by developing explicit elaboration and depth around “known” words.
We can never assume a child knows the meaning of a word, much less the fact it might mean several different things. Our fun strategy provides a visual mnemonic for children to store multiple meanings of words from the start. We explore the multiple meanings of “core” words in English with the use of fun word web activities. Students learn how to match multiple definitions to each core word.
Key Features of MIM Class:
- MIM tricks are quick, humorous mnemonics that teach key strategies about words.
- Word Web, a chart that provides a simple, visual way of illustrating how words are interconnected to improve comprehension and vocabulary skills.