professional tutors. What is meant by reading remediation or intervention and why is it necessary?
What is Multisensory Teaching?
I hear a lot about Orton-Gillingham. Who/what is Orton-Gillingham?
How do I find a good tutor or academic therapist?
How can I get my child's school to use one of these programs?
What is meant by reading remediation or intervention and why is it necessary?
When we talk about reading remediation, we're really talking about a remedy*- a way of ‘fixing' the reading issues. Reading remediation is often referred to as reading intervention . The very nature of dyslexia makes reading difficult to nearly impossible for children with dyslexia. Because dyslexia varies in severity, so do the levels of difficulty experienced by children in attempting to make sense of the printed word. However, since every school subject requires reading and writing-including Math- a reading disability (dyslexia) has an impact on ALL learning!
It is of major importance to intervene and remediate, because once a pattern of reading failure develops, children quickly feel defeated. They lose interest not only in reading but often in school in general and they develop what often evolves into a lifelong loss of their sense of self-worth. The effects can be devastating.
CONSIDER THE FOLLOWING:
Research tells us that dyslexic children are generally in the third grade or above when they are first identified with a reading problem in school, and reading difficulties diagnosed after 3 rd grade are much more difficult to remediate.
74% of children who are poor readers in 3 rd grade remain poor readers in the 9 th grade & often can't read well as adults (without appropriate intervention).
75% of children who struggle with reading at age 9, and do NOT receive proper help, will have learning difficulties throughout life.
ON THE POSITIVE SIDE:
Over 90% of children reading below the 15 th percentile at the beginning of first grade can read at grade level or above by the end of first grade with appropriate intervention which would include phonological training.
A summary of Dr. Reid Lyon's recent statement to the Subcommittee on Education Reform states that early identification (of a reading disability), coupled with comprehensive early reading interventions, can reduce the percentage of children reading below the basic level in fourth grade from the current national average of 38% to less than 6%.
It is never too late for individuals with dyslexia to learn to read and process information more efficiently. Additional research shows that programs utilizing multisensory structured language techniques can and do help children and adults learn to read.
According to one of the world's leading researchers in the field, Dr. Sally Shaywitz, “Early identification (and remediation) is important because the brain is much more plastic in younger children and potentially more malleable for the rerouting of neural circuits.” This information is from Dr. Shaywitz's book, Overcoming Dyslexia . If you have not yet read this book, we highly recommend you do. In the book Dr. Shaywitz instructs parents in what they can do year-by-year, grade-by-grade, step-by-step, for your dyslexic child. She lays out a home program for enhanced reading; guides parents in choosing the best school for their child and how best to work with teachers; she advises on how to tell if your child's school is using an appropriate reading program, and she suggests ways of raising and preserving your child's self-esteem. Dr. Shaywitz also provides exercises, teaching aids, information on computer programs, and many other invaluable resources.
*There are considerable research findings informing us that if a child struggles with reading (regardless of whether the school calls it a ‘learning disability' or you have a formal diagnosis of dyslexia) there are proven methods of remediation to help remedy the reading issues. KEEP IN MIND, you cannot “cure” or “remedy” dyslexia in general… but you can work to overcome the struggles of reading in particular. Other effects of dyslexia remain throughout life.
What is meant by multisensory teaching?
In multisensory teaching , teachers/tutors instruct in a manner that necessitates students use visual, auditory, tactile, and kinesthetic modalities to learn, enabling them to rely on their strengths but more importantly, strengthening their weaknesses. In multisensory teaching, links are consistently made between what is seen (visual), heard (auditory), and what can be felt or experienced (tactile/kinesthetic). HOW this is accomplished is described in more detail below- in the section providing specific information on the most popular multisensory structured language programs.
In referring to multisensory teaching, Margaret Byrd Rawson, a former President of The Orton Dyslexia Society (the precursor to The International Dyslexia Association), said it well: “Dyslexic students need a different approach to learning language from that employed in most classrooms. They need to be taught, slowly and thoroughly, the basic elements of their language – the sounds and the letters which represent them – and how to put these together and take them apart. They have to have lots of practice in having their writing hands, eyes, ears, and voices working together for the conscious organization and retention of their learning .“
Noted researcher and author, Dr. Sally Shaywitz (see reference in above Q & A) discusses in her book, Overcoming Dyslexia, what it takes for a dyslexic child to grasp reading. She says, “Teaching a dyslexic child to read is based on the same principles used to teach any child to read. Since the neural systems responsible for transforming print into language may not be as responsive as in other children, however, the instruction must be relentless and amplified in every way possible so that it penetrates and takes hold. The ultimate goal is for the child to become an independent skilled reader. Along the way the aim is to build the neural systems responsible for reading-first, the slower left-side frontal and parieto-temporal systems that analyze each word, and then, if possible, the automatic fast-track word form system that allows fluent reading and characterizes skilled readers.”
By tapping into all of the senses, or modalities, teachers provide an equal opportunity for learning for children with dyslexia. Again, HOW this is accomplished is described in more detail below- in the section providing specific information on the most popular multisensory structured language programs.
I hear a lot about Orton-Gillingham or O-G. Who/what is Orton-Gillingham?
The Orton refers to Samuel T. Orton and the Gillingham refers to Anna Gillingham, both pioneers in the field of dyslexia. Together, in the early 1930's, they designed the first multisensory method used to teach individuals with dyslexia. Their method, named Orton-Gillingham is rooted in years of neurological, psychological and educational research. Their research concluded that children who experience difficulty with reading and spelling need a synthetic approach that would include all of the following elements:
MULTISENSORY: Students use visual-auditory-tactile-kinesthetic modalities to learn letter sounds, enabling them to rely on their strengths but more importantly, strengthening their weaknesses.
PHONICS-BASED: Students learn individual consonants and the variety of vowel sounds individually as opposed to within word families or as whole words. At higher levels, students are instructed in Greek and Latin roots and affixes.
STRUCTURED: Lessons are organized with specific patterns and activities. Students find that the routine eases their learning of the material.
SEQUENTIAL: Concepts are taught in a specific order. Once students master simple CVC words, the program moves on to four- and five-letter words, more complex vowel patterns, multisyllabic words and affixes.
SYSTEMATIC: The systems in place lead the student to successful mastery without frustration. Fingertapping words (segmenting the sounds) before writing the word ensures fewer mistakes while writing. Learning to blend while pointing to each individual sound strengthens a student's ability to decode unfamiliar words.
CUMULATIVE: Constant review within the context of a new lesson enables students to practice and perfect previously learned material and thereby retain the information long-term. Orton-Gillingham provides teachers with a solid understanding of the reading process, a diagnostic tool and an explicit remediation approach that reaches all students.
To print out a copy of this information, courtesy of the Reading and Language Arts Centers , www.rlac.com , CLICK HERE .
Today, the original Orton-Gillingham program is still in use and there are several other similar programs, with the same components, that are also proven effective in remediating dyslexia. Just as the name Kleenex is often used when you need a tissue,even if you may have a Puff's or Scott's tissue… People often use the specific Orton-Gillingham even though a child may be using a similar program, such as Wilson or Barton.
How is a Multisensory Structured Language (MSL) Approach different than the traditional methods used to teach reading?
Multisensory Structured Language Programs based on Orton-Gillingham principles differ from traditional language programs in two ways: WHAT is taught and HOW it is taught. Any good program (which are detailed in question below) must contain the following elements which are proven effective
WHAT is Taught:
Phonemic Awareness is the first step. You must teach a dyslexic individual how to listen to a single word or syllable and break it into individual phonemes. They also have to be able to take individual sounds and blend them into a word, change sounds, delete sounds, and compare sounds – all in their head. These skills are easiest to learn before someone brings in printed letters.
Phoneme/Grapheme Correspondence is the next step. Here you teach which sounds are represented by which letter(s), and how to blend those letters into single-syllable words.
The Six Types of Syllables that compose English words are taught next. If students know what type of syllable they're looking at, they'll know what sound the vowel will make. Conversely, when they hear a vowel sound, they'll know how the syllable must be spelled to make that sound.
Probabilities and Rules are then taught. The English language provides several ways to spell the same sounds. For example, the sound /SHUN/ can be spelled either -TION, -SION, or -CION. The sound of /J/ at the end of a word can be spelled -GE or -DGE. Dyslexic students need to be explicitly taught these rules and probabilities.
Roots and Affixes, as well as Morphology are then taught to expand a student's vocabulary and ability to comprehend (and spell) unfamiliar words. For instance, once a student has been taught that the Latin root TRACT means pull, and a student knows the various Latin affixes, the student can figure out that retract means pull again, contract means pull together, subtract means pull away (or pull under). While tractor means a machine that pulls.
HOW it is Taught:
Simultaneous Multisensory Instruction: research has shown that dyslexic people who use all of their senses when they learn (visual, auditory, tactile, and kinesthetic) are better able to store and retrieve the information. So for example, a beginning dyslexic student might see the letter A, say its name and sound, and write it in the air – all at the same time.
Intense Instruction with Ample Practice: instruction for dyslexic students must be much more intense, and offer much more practice, than for regular readers.
Direct, Explicit Instruction: dyslexic students do not intuit anything about written language. So, you must teach them, directly and explicitly, each and every rule that governs our written words. And you must teach one lie at a time, and practice it until it is stable in both reading and spelling, before introducing a new rule.
Systematic and Cumulative: by the time most dyslexic students are identified, they are usually quite confused about our written language. So you must go back to the very beginning and create a solid foundation with no holes. You must teach the logic behind our language by presenting one rule at a time and practicing it until the student can automatically and fluently apply that rule both when reading and spelling. You must continue to weave previously learned rules into current lessons to keep them fresh and solid. The system must make logical sense to our students, from the first lesson through the last one.
Synthetic and Analytic: dyslexic students must be taught both how to take the individual letters or sounds and put them together to form a word (synthetic), as well as how to look at a long word and break it into smaller pieces (analytic). Both synthetic and analytic phonics must be taught all the time.
Diagnostic Teaching: the teacher must continuously assess their student's understanding of, and ability to apply, the rules. The teacher must ensure the student isn't simply recognizing a pattern and blindly applying it. And when confusion of a previously-taught rule is discovered, it must be retaught.
Note: Much of this information is from Susan Barton and Bright Solutions for Dyslexia, LLC. Her site is highly recommended: www.dys-add.com
A Dyslexic Student Needs 5 Things to bring their reading, writing, and spelling skills up to/beyond grade level. They are:
1. The right system: an Orton-Gillingham based multisensory, structured system.
2. The right tutor or teacher: someone who is well trained and certified in the
system she he/she is using. This is extremely important.
3. Instruction at the right intensity level: minimum of twice a week for an hour
each time.
4. The right setting: one-on-one tutoring is best; one-on-three is maximum
5. The right duration: until the student's skills are at or beyond grade level;
generally two to three years if started at age 9 or older- less if started earlier.
What are the most popular Multisensory Structured Language (MSL) Programs and how can I find out more about each?
The programs mentioned below are all considered highly effective for the remediation of children with dyslexia. We highly encourage you to research several and share the information with your child's teachers/academic therapists to determine what would work best, for your particular situation.
All of the programs are similar. In addressing the kinesthetic/tactile senses, some programs have children do finger-tapping, tapping out individual sounds associated with letters/words. Others will require kids to stand, extend their arms out in front and write letters/words in the air to help make a connection. Most have a variety of manipulatives- from foam or wooden letter tiles to sets of cards representing with letters/words. Children/adults using a multisensory program have all of their senses actively engaged when they are working through the program. Generally, there are controlled readers/workbooks that are used as well. We suggest you check out the materials/catalogs for each program when you visit their website.
If you visit the individual websites for each program below (<<>>), nearly all provide the research /evidence of the program's effectiveness and cite many relevant studies in the field. This is excellent to arm yourself with as you go into schools and request the program for your child. Also, it is a great idea to visit the SchwabLearning message boards where you can “talk” to parents throughout the country whose children have used the various systems. There are always discussions and members willing to share their experiences with the various MSL programs. In many cases you can even e-mail the individuals directly and correspond with them to learn more. It is well-worth spending some time here as you sort through the information. Remember, no one said this is a quick/easy task, but you you do have an obligation to your child to get him the right kind of help.
To visit the Schwab message boards, click here:
http://www.schwablearning.org/message_boards/index.asp?r=281
<< ORTON-GILLINGHAM BASED MULTISENSORY READING PROGRAMS >>
Barton Reading & Spelling System
Designed for one-on-one tutoring of children, teenagers and adults by parents, volunteer tutors, resource specialists or their aides, and professional tutors.
This simplified Orton-GilIingham approach is easy to learn. Tutor training is provided on videotape, along with fully scripted lesson plans. Published by Bright Solutions for Dyslexia, LLC. Tel: 408-559-3652
Web site: www.BartonReading.com
Wilson Reading Language System
The Wilson Reading System is a 12-step remedial reading and writing program for individuals with a language-based learning disability, The system specifically teaches strategies for decoding and spelling. It also includes oral expressive
language development and comprehension. Visualization techniques are used for comprehension. Barbara Wilson, Director. 175 W. Main Street , Millbury , MA 01527 -1943 Tel: (508) 865-5699 or (800) 899-8454
Web site: www.wilsonlanguage.com
Lindamood-Bell or Lindamood Auditory Discrimination in Depth Recently renamed to LiPS (NOTE: This program is not an OG based program, but it can be very effective, especially if a child has auditory discrimination difficulties.)
Developed by Patricia Lindamood and Nanci Bell The Lindamood-Bell program offers intensive treatment to develop reading, spelling, language comprehension. Visual motor processing, and the ability to follow oral directions. Contact: Lindamood-Bell Learning Processes, 416 Higuera, San Luis Obispo , California 93401 . Tel: (800) 233-1819 or (805) 541-3836
Web site: www.lblp.com link and pic inserted at above spot
Project Read/Language Circle
Project READ is a method of teaching that is systematic, multisensory, concrete and involves direct instruction. It positively affects students who have not yet experienced reading success. aIt is language arts program that provides an inductive instruction (basal reading system). Based on the theories of Samuel Orton and developed by Dr. Mary Lee Enfield and Victoria Green. Contact: Project READ. PO Box 20631 , Bloomington . MN 55420 Tel: (651) 681-1455 or (800) 450-0343
Web site: www.projectread.com
Alphabetic Phonics Dyslexia Training Program
Utilized by Texas Scottish Rite Hospital for Children. Based on the Orton-Gillingham method and introduced in 1987, the Dyslexia Training Videotaped series is currently used in 300 Texas school districts, school districts in states across the nation, and English language programs in seven countries. Contact: Texas Scottish Rite Hospital , 222 Welborn Street , Dallas , Texas Tel: 214-559-7800 Web sites: www.scottishritelearningcenter.org/services_stu.html
www.altaread.org and www.A4therapy.com
Developed by Beth Slingrland. The Slingerland Approach is based on Orton-Gillingham techniques. All learning takes place through the involvement of the auditory, visual and kinesthetic motor channels. Children/adults with dyslexia often have difficulty with the linkage of 
these channels. The Slingerland Approach starts with the smallest unit of sight, sound and feeling – a single letter. Expanding upon that single unit- students are taught through an approach which strengthens inner-sensory association and enables the strong channel of learning to reinforce the weak. It is thorough and integrated, providing a complete language learning experience. Contact: Slingerland Institute, One Bellevue Center , 411 108- Avenue N.E., Bellevue , WA 98004: (206) 453-1190.
Web site: www.slingerland.org
Other Approaches: To download the International Dyslexia Association's most current list of additional MSL program providers, CLICK HERE.
Finally, The Florida Center for Reading Research has a website that provides a comprehensive list of published reading programs- many MSL and others that are effective but not evidence-based- and they give detailed reviews on all! You may wish to spend some time reviewing some of these as the list will likely contain any programs you've heard or read about that we have not included. Each review gives the pros and cons of specific programs and may help you (and your child's teachers/academic therapist) determine the appropriateness of a particular program for your child's specific situation. Click on the link that follows to visit their website: http://www.fcrr.org/FCRRReports/allreports.asp
Are there booklets/handouts I can order that explain all of the reading research and why an evidence-based MSL program is necessary? I'd like to have this information for myself AND give to my child's teachers.
Again, as mentioned in the previous question/answer, If you visit the individual websites for each program noted above (<<>>), nearly all provide the research/evidence of their particular program's effectiveness and cite many relevant studies in the field. This is excellent to arm yourself with as you go into schools and request the program for your child.
In addition, some of the best and most recent research comes from the National Reading Panel. A bit of background, from Dr. Sally Shaywitz's book, Overcoming Dyslexia , follows: (Dr. Shaywitz was a member of this panel)
“For the first time ever there is an “evidence-based” guide to what works in teaching children to read. It is an outgrowth of a grassroots concern that while a substantial number of children were failing to learn to read, little was available to help parents and teachers make important choices among different approaches to reading instruction. And so in 1997, Congress directed the creation of a National Reading Panel of experts to come together to objectively and comprehensively review the existing research relating to the teaching of reading. As a member of the panel, I can attest to how seriously the group took its mission, traveling to all parts of the country to listen to parents, teachers, and others; developing rigorous criteria to review the existing research; initially identifying more than six thousand studies and then subjecting those that met criteria to careful analysis. On April 13, 2000, after more than two years of effort, the panel released its findings in the “Report of the National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.”
This report provides a roadmap to parents and teachers of the most effective, scientifically proven methods for teaching reading. The findings of the Reading Panel are part of the No Child Left Behind Act.
To order a FREE summary of the full report from the NATIONAL READING PANEL please contact:
National Institute for Literacy at EDPubs
P.O. Box 1398 Jessup, MD 20794-1398
Tel: 1-800-228-8813 Fax: 301-470-1244
E-mail: edpuborders@edpubs.org
When ordering this publication, please reference publication number: EXR 0002P
TO DOWNLOAD all or any part of THIS PUBLICATION, go to:
www.nichd.nih.gov/publications/nrp/smallbook.htm
TO ORDER THE COMPLETE REPORT: Use the information abov , but reference publication number: EXR 001P 
To order your FREE copy of “Put Reading First, the Research Building Blocks for Teaching Children to Read ” and its Supplement, “ Put Reading First, Helping Your Child Learn to Read: A Parent Guide”, Contact:
The National Institute for Literacy (800) 228-8813 or Fax (30l) 430-1244
Web address: EdPubOrders@aspensys.com The findings described in this document were drawn from the report of the National Reading Panel. It is a great new resource for parents and teachers on research-based instruction in reading for Grades K – 3.
The following links also detail specific research in the field and most have free information available to download or request:
Learning First Alliance Report: Preventing reading difficulties in young children:
www.learningfirst.org/readingaction.html
Summary of NIH Reading Research by G. Reid Lyon Director of Research Programs in Reading Development and Disorders, Learning Disabilities, Language Development and Disorders, and Cognitive Neuroscience. Also Chief of the Child Development and Behavior Branch at the National Institute of Child Health and Human Development (NICHD) To read/download this, go to: www.schwablearning.org Select READING from the topic list, click on Lyon : Developing Reading Skills
National Center on Learning Disabilities Research links:
www.ncld.org/research/links.cfm
As a parent, how can I tell if my child's school is using a good, research-based, reading program? What do I look for?
There are several good resources available that address this topic. SchwabLearning.org has an excellent discussion article with Susan Hall, a reading expert, that talks about this. To read or download, CLICK on the FOLLOWING LINK: www.schwablearning.org/articles.asp?r=354&f=search
Also, the IDA has an excellent questionnaire from the Texas Reading Initiative that is helpful for parents in any state. CLICK HERE to download this informative questionnaire.
Finally, one of the most detailed explanations that is outlined step-by-step for parents can be found in Ch. 16 of Dr. Sally Shaywitz's book, Overcoming Dyslexia .
How do I find a good tutor or academic therapist?
The International Dyslexia Association provides some excellent information on this topic. To DOWNLOAD their FACT SHEET: “How to Find and Select an Academic Therapist”, CLICK HERE.
For a list of tutors available in Greater Cleveland, click on our RESOURCES & MORE page. Go down to the dropbox of Greater Cleveland Organizations, click on it and find the subheading, Tutors .
How can I get my child's school to use one of these programs?
You've heard the expression, “Knowledge is power!” Well, we believe that. Conversely, you may have heard that “A little bit of information can be dangerous!” Also true. To date, the majority of public schools in America have only a little information about dyslexia and how to properly remediate. YOU HAVE THE POWER and THE KNOWLEDGE! We urge you to use it. Continuously educate yourself about what your dyslexic child is entitled to. Read over our entire website. Visit the legal links and read the information there. Read the books/handouts available to you. Having done all of this, you will formulate the best way for you to handle your child's situation. There is no one way to ensure your child's school will provide the program you request. But we're confident you can convince them to at least implement one of the MSL programs if you go in armed with knowledge.
We will remind you of the following: If a reading disabled/dyslexic.student has an I.E.P., a description of an evidence-based reading program CAN and SHOULD be on his/her I.E.P. For example:
“Independent scientific, replicated research supports the use of a reading and spelling system that is simultaneously multisensory, systematic, and cumulative with direct and explicit instruction in both synthetic and analytic phonics with intense practice.”
Do not accept inaccurate information. Having this methodology written directly on the IEP will very likely go a long way in helping to ensure your child is getting the type of instruction/remediation he needs to be successful! Note: The school does not necessarily have to include the name of the specific program in the wording, but the methodology/description above can/should be written. The school is then held responsible for using an appropriate research-based program; very often NOT what is currently available or in-place. They will then have to provide someone TRAINED in one of the programs to work with your child. It is now up to the school, not you, to determine how to do this in a timely fashion. Don't settle for less. Again, visit our legal links for additional information if you need it. These links can be found about ¾ of the way down our ACCCOMMODATIONS page.
DISCLAIMER: The content of this website, www.learningbrook.org , is for informational use only. It should not be considered as medical, legal, or technical advice/counseling and is not intended to substitute for informed professional diagnosis, counsel or advice.