The Spring Branch ISD Dyslexia Department believes:
- Every child should be able to read. Dyslexic students just take a different route to get there.
- Students who have a suspected area of disability are entitled to accurate assessment and diagnosis. Early identification is key.
- Schools must use the word “dyslexia” in order to create an environment where teachers understand the needs of different learners and help them to reach their potential.
- Early evidence-based intervention is essential to transformative remediation. Multi-sensory teaching strategies paired with systematic, sequential lessons focused on phonics helps to create pathways in the brain that are necessary for learning.
- Accommodations must be provided to ensure that the student’s ability, not his or her disability, is being assessed.
- Most importantly, specialists who work with students with dyslexia should be highly trained. Besides their parents or guardians, these specialists become their biggest advocates.
IMSE OG Methodology allows for:
- Combination of multi-sensory techniques with the structure of the English language, incorporating auditory, kinesthetic, and visual learning pathways.
- Combination of a balanced approach to teaching reading that incorporates both implicit and explicit instruction.
- A systematic sequence for teaching sound/symbol relationships that increases in difficulty throughout the continuum.
- Connects to effective reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension and provides a shared vocabulary amongst specialists.