NYCRead uses the Orton-Gillingham method to teach reading and spelling. Orton-Gillingham is the gold standard for teaching phonics and spelling to struggling readers and those with dyslexia. The Orton-Gillingham method is:
Multisensory
Multisensory teaching links the visual (seeing), auditory (hearing) and kinesthetic (feeling) pathways in the brain thus solidifying new knowledge.
Direct and Explicit
Students are taught sounds and skills explicitly instead of forced to figure concepts out on their own or guess.
Language Based
The English language is complicated. Orton-Gillingham teaching helps students learn the rules of the language so decoding and spelling becomes more predictable — thus improving their confidence.
Structured, Sequential, and Cumulative
Skills and concepts are taught in an order that makes sense to the student. We do not require students to read texts that include concepts they have not yet learned. With younger students, we use decodable texts which include only sounds students have been taught explicitly. We move at the student’s pace. Each session is also cumulative and includes a review of sounds and concepts we have previously taught. Each session builds on the last.
Diagnostic/Prescriptive
The Orton-Gillingham method is THE prescription for decoding issues. Every student will be assessed at the beginning of our work together. We will use this information to create a personalized plan of study which we continue to revise as we gain more information about the student’s needs, personality and interests. We use the information the student gives us to plan the next lesson. The student is our guide.
Cognitive
We give students activities that require them to be word detectives. Students learn to pull apart words into meaningful pieces of information. Students develop the ability to help themselves instead of always relying on a teacher or other adult for assistance. They become independent readers!
Flexible and Emotionally Sound
Each learner has individual needs. We work at the student’s pace with their interests and emotional state in mind. Some students have severe reading anxiety or motivation issues. We believe that motivation and emotional states play a large part in learning how to read. For students that are already behind, reading can be extremely stressful. We will break down reading into small parts that are easily manageable so that students are set up for success.
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We use a combination of leveled reading practice, word activities, spelling drills, writing exercises, vocabulary work, and games to target each student’s needs and interests. In addition to spelling and decoding activities, students will also work on various combinations of the following skills, based on their specific needs:
- Comprension
- Fluency
- Phonemic awareness
- Handwriting
- Writing
- Vocabulary
To schedule a free phone consultation, please visit Joanna at The Reading Guru.