Reading & Writing Intervention
Reading difficulties usually begin as early as kindergarten. Children who have not mastered reading skills by third grade are at risk of falling further behind their peers if the right interventions are not available. Knowing a child’s unique “foundation structure” allows for thoughtful intervention to be adequately delivered.
How exactly do we do this?
When able to identify where in the 5 component areas of the literacy process the reader is breaking down, orthography to phonology connection (phonics); phonology to semantics connection (phonological awareness), or, orthography to semantics (reading fluency, vocabulary and comprehension), structured literacy lessons can then focus on the areas of difficulty to build a strong foundation.
There are several reading approaches that can be used to
strengthen an individuals reading skills.
Why the Orton-Gillingham Approach?
One of the most effective dyslexia strategies for remediation is The Orton-Gillingham Approach. Orton-Gillingham is not a method, program or system. It is a multisensory learning approach used to instruct those who have trouble learning to read and spell accurately.
Primarily used with dyslexic students, the Orton-Gillingham approach is taught in one-on-one tutoring or in a small group by an Orton-Gillingham Certified Instructor.
Why the Ascend SMARTER Reading & Writing Intervention?
The Ascend SMARTER Reading & Writing Intervention is a systematic, multisensory, explicitly taught, research-based approach for impacted readers. This approach has been thoughtfully developed for individuals diagnosed with dyslexia, English Language Learners, students with attention or executive functioning difficulty, students reading below grade level due to Speech Language Delays, and students with a medical disorder impacting reading.
Instructed by a licensed Speech and Language Pathologist, weekly lessons (Best practice; 2x/wk for 60 minutes - in person or telehealth) are taught one-on-one or in a small group (3 student cap).