Dyslexia is a disability that impacts one's ability to read, write, spell and even speak. People with dyslexia can struggle with developing the foundations of language and need interventions to minimize the impact of dyslexia to be successful learners. We stand out from many other dyslexia tutoring programs because we teach not only the development of the foundations of reading but we also include the application of these strategies. We intervene with Orton Gillingham and Wilson trained teachers and teach the isolated skills, teach the application of those skills and see enhanced readers, writers and learners. We utilize a whole learning approach to maximize gains and create competent learners!
Whether or not your child has an official diagnosis of dyslexia or not, we will create a program to support their unique learning needs.
Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.
Signs that a young child may be at risk of dyslexia include:
Once your child is in school, dyslexia signs and symptoms may become more apparent, including:
Dyslexia signs in teens and adults are similar to those in children. Some common dyslexia signs and symptoms in teens and adults include:
We utilize multi-sensory instruction for students with dyslexia. Research has shown that children absorb and process information in a retainable way when using their senses including touch and movement alongside hearing.
People with dyslexia have a certain pathway of connections in the brain that have been developed and we are working to shift those pathways to connect in a new way. For many students that are beginning their remediation of dyslexia, we suggest increased hours of support in order to maximize the ability to create new brain pathways.
Systematic and sequential instruction of reading foundations is an imperative part of instruction for students with dyslexia.
The ability to hear, identify, manipulate, and substitute phonemes (sounds) in words
Teaching phonemic awareness means instructing students to identify and manipulate sounds within language. Students begin by learning individual phonemes, then joining phonemes, and finally, building words from those phonemes.
Phonemic awareness is a strong predictor of long-term reading and spelling success. Phonemic awareness development is the building block for phonics instruction. Research shows that teaching sounds along with letters of the alphabet helps students better understand how phonemic awareness relates to their reading and writing.
What it is: The ability to understand phonemes (sounds) and graphemes (letters) in order to associate the letter with the sounds.
What it means: This is where students begin to “crack the code” on reading. Phonics instruction helps students build the relationships between the letters and sounds to build words.
Why it matters: Phonics helps students create a system for remembering how to read, spell and recognize words instantly.
What it is: The ability to read text accurately, quickly, and expressively, either to oneself or aloud.
What it means: Fluency is the ability to read smoothly and with expression. It includes the ability to make sense of what one is reading without needing to stop and pause to decode words.
Why it matters: Developing fluency is critical for a confident reader. When students struggle to sound out letters and words, reading can become a laborious and exhausting task, and students may begin to perceive reading as a negative activity. As fluency develops, students also begin to understand how reading is chunked and they learn when to pause and stop when reading as well as changing their tone when reading.