Professional Development and Training
to Schools and Teachers
Teaching the Structure of the English Language
Teaching the structure of the English language forms the foundation for students to read. This is important for typical learners and dyslexic learners. Multisensory Learning Associates' resource materials can be used to support the teaching of reading to all learners. Training in the Orton-Gillingham approach helps teachers develop the skills needed to effectively instruct the dyslexic learner as well as the typical learner. The essential ingredient for successful reading instruction is the training of teachers.
Research supported by the National Institute of Child Health and Human Development in the last several decades attests to the positive effects of structured, sequential, multisensory teaching methods for individuals with language-based learning disabilities.
The Orton-Gillingham approach to reading, writing, and spelling has proven effective in helping dyslexic students to acquire literacy skills for over 60 years.
The ABCs of O-G was written by Emi Flynn to support teachers who have been trained in the Orton-Gillingham approach. Used in conjunction with The Gillingham Manual, it provides busy teachers with lesson plans and strategies to effectively remediate dyslexic students. It is especially helpful for teachers with many students and few planning periods.
Many support materials, including Skills Books and Phonetic Readers, are available. Order the resource materials online.
Although they are bright and talented in many areas, some individuals encounter extraordinary and unexpected difficulty learning to read, write, and spell. This puzzling disparity between potential and achievement may be due to a neurologically based learning difference called dyslexia.
These students frequently are admonished for not trying. However, they are not lazy or unmotivated. They simply do not seem to be able to learn to read, write, and spell by conventional teaching methods.
Dyslexia is a specific language-based learning difference that results in difficulty, in varying degrees, with the language skills of reading, writing, and spelling. It is characterized by difficulties with accurate and/or fluent word recognition and by poor decoding and spelling abilities. These differences typically result from a deficit in phonological processing that is often unexpected in relation to other cognitive abilities and instruction that is effective for most students. Attention Deficit Disorder (ADD) manifested by impulsiveness, distractibility, and hyperactivity, frequently co-exists with language-based learning challenges.
Difficulties with decoding, word recognition fluency, and spelling encountered by dyslexic students can be addressed by timely and appropriate educational intervention. Contact Multisensory Learning Associates (info@mlaOG) for more information.