“My husband and I are both very impressed with your intervention and are thrilled with how much it has helped our daughter.”
My daughter was diagnosed with dyslexia more than two years ago. We have tried many reading intervention programs both on-line and privately. My husband and I are both very impressed with your intervention and are thrilled with how much it has helped our daughter. Thank you for having such an affordable and comprehensive offering. My daughter is now reading much more automatically and we are looking forward to her continued improvement.
Orton-Gillingham is extremely expensive. We used a local educational therapist for seven weeks at $700 a week for our daughters initial intervention. Granted it was a very important and beneficial step in her progress, but just prohibitive. As a family we have often thought about struggling families and how difficult and painful it must be for parents to help their dyslexic children. Hopefully, school district’s can point parents to your web-site. On that note, we had an IEP meeting for our daughter this week and showed the school psychologist, special education teacher and classroom teacher your web-site. They were impressed.
Thank you again for creating such a detailed and comprehensive program. We recommend it to all of our friends who have dyslexic and/or struggling readers.
Barbara S. / Cardiff-by-the-Sea, California
Systematic Phonics Instruction is Essential for Students Diagnosed with Dyslexia or a Learning Disability
Tightly-structured, multisensory, and comprehensive phonics instruction presented in a mature format appropriate for older students in late elementary, middle and high school, and adults is essential for struggling readers who have been labeled as learning disabled (LD) or dyslexic.
Individuals with a learning disability or dyslexia have difficulty with accurate and/or fluent word recognition and exhibit poor spelling and decoding abilities. Students with skill deficits in decoding, fluency and spelling also usually experience poor comprehension skills, low vocabulary, and a general lack of background knowledge that one normally acquires from reading. Not surprisingly, students who don’t read well avoid the activity of reading as much as possible. For students diagnosed as LD (learning disabled) or dyslexic, reading as an activity represents an area of personal failure and shame. (Almost half of all students eligible for special education are classified as being learning disabled in reading.)
Students with LD or Dyslexia Can Learn to Read and Spell with the Proper Instruction!
Students with a learning disability or dyslexia must be taught phonics (the relationship of English letters and sounds) in a systematic, tightly-structured, multisensory and comprehensive manner. Direct and focused instruction in the sound/symbol relationship of English must provide a requisite amount of practice for these students to learn and consolidate the sound/symbol relationship as each new discrete phonic element is introduced.
Phonics is a skill that must be directly taught. Students denied access to the information regarding the relationship of English letters and sounds are not able to acquire this information on their own. If LD/dyslexic students are ever to become independent readers, they must be taught phonics. Our online reading program makes learning phonics possible for LD/dyslexic students of all ages and all grade levels.
Many Students Labeled as Dyslexic or Learning Disabled Do Not Have a Learning Disability!
The truth is many students who fail to receive systematic phonics instruction by the second grade, never receive that foundation; many of these students will fall further and further behind as they proceed through the upper grades in elementary school and then middle and high school. Many teachers assume that by middle school if a student is still is unable to read at grade level, then he must have a learning disability or be dyslexic. These labels of learning disability and dyslexia are often used as catch-all terms to describe what is in fact often not a clinical condition on the part of the student.
Instead many struggling readers are behind not because they possess some inherent learning disability, but instead they struggle as a result of a methodological failure on the part of the educational establishment to provide an effective and proven reading curriculum in the critical early school years.
Dr. Patrick Groff / former National Right to Read Board Member & Senior Advisor
When a child receives a label of being learning disabled or dyslexic, the onus of responsibility for his reading difficulties then falls not on the school system but instead upon the child himself. Fortunately almost any student at any age is able to become an independent reader with the proper foundation in reading instruction. It is never too late for a student to become a successful reader!
The We All Can Read Program organically integrates Orton-Gillinghams principles of instruction into its curriculum.
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