Our programs are specially designed to address individual needs and to build on individual strengths. Following a series of explicit instruction of phonics in a cumulative, sequential manner, we help students to develop their own strategies for efficient learning.
Lindamood-Bell Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (SI)
Weak symbol imagery causes weakness in: Memorizing sight words, Sounding out words, Orthographic awareness, Phonemic awareness, Contextual reading fluency, and Orthographic spelling. Seeing Stars successfully develops symbol imagery for reading and spelling. "The automaticity of symbol imagery allows for rapid processing and quick self-correction…and because the processing is not laborious and time-consuming, an individual’s reading fluency is maintained and guessing is reduced." (Nanci Bell - Co-founder of Lindamood-Bell, 2022)
Orton-Gillingham Institute for Multisensory Education (IMSE)
The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. Interventionists design lessons and materials to work with students at the level they present by pacing instruction and the introduction of new materials to their individual strengths and weaknesses. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically. (Academy of Orton-Gillingham Practitioners and Educators, 2022)