Orton Gillingham is an approach and not a program. It is a systematic approach to teaching literacy to individuals for whom reading, writing, and spelling do not come easily. Many of these individuals have dyslexia, but many others can benefit from the structured literacy approach as well. In the hands of a well-trained Orton tutor,Continue reading “Orton Gillingham Principles”
Category Archives: Science of Reading
Phonemic Awareness or Phonological?
The terms “phonological awareness” and “phonemic awareness” are often confused with one another. Yes, they sound the same and they both involve the spoken parts of language. However, they are not only distinct, but you may be surprised to learn when and how you should teach each of them. Important Terms to Understand: Phonemes areContinue reading “Phonemic Awareness or Phonological?”
Structured Literacy Instruction
Structured literacy is getting a lot of well-deserved attention. Researchers in the areas of reading, psychology, speech and language pathology, neuroscience, and education all agree. Although there may be more than one way to TEACH reading, there is only one way that the human brain LEARNS to read. The majority of students learn to readContinue reading “Structured Literacy Instruction”
Phonemic Awareness Activities
Why Use Phonemic Awareness? Phonemic awareness, the most advanced level of phonological awareness, is the ability to isolate and manipulate the spoken sounds in words. No letters and no print involved. Just the sounds. Phonemic awareness is the #1 predictor of reading success. Have you ever had a child who struggled with phonics? He mostContinue reading “Phonemic Awareness Activities”
Myths About Phonics Instruction
PHONICS INSTRUCTION There are long-standing myths about phonics instruction. Keeping these myths alive (and thus keeping phonics instruction from our students!) undermines a student’s reading acquisition. As educators, we must constantly look to the current research and adjust our instruction accordingly. Remember, although there are many different ways to TEACH reading, science continually reminds usContinue reading “Myths About Phonics Instruction”
Decodable Books- What are they and why should we use them?
The debate is over. Reading words by attending to all of the letter-sound correspondences is how our brain learns to read efficiently. This is not new science, nor is it a pendulum. This is over 40 years of research. The science tells us that students need to focus on the letter-sound correspondences (word reading) toContinue reading “Decodable Books- What are they and why should we use them?”