The Dyslexia Reading Support Program is founded on the concepts and instructional approaches of Orton-Gillingham. The program focuses on a multi-sensory, structured language approach utilizing information and instructional strategies from The Institute for Multi-Sensory Education (IMSE). The instructional program includes the components of phonemic awareness, graphophonemic knowledge, language structure, linguistic patterns, and strategy-oriented instruction in decoding, encoding, word recognition, fluency, and comprehension (19 TAC §74.28).
The Orton-Gillingham approach combines multi-sensory techniques (auditory, kinesthetic, visual) along with the structure of the English language including phonemes and morphemes, prefixes, suffixes, roots and common spelling rules.
Often Orton-Gillingham is interpreted as an approach only meant for reading remediation; however, the multi-sensory component impacts all children. The uniqueness of this type of instruction is that it allows the educator to capitalize on an individual student’s dominant learning modality while delivering instruction that will strengthen the remaining learning pathways.
Emphasis is placed on early identification of children who are at risk for reading failure based on the characteristics of dyslexia. Once eligibility is determined, students begin with direct service, where instruction is provided with regular frequency in a small group.
Instructional considerations for English Learners (ELs) with dyslexia may include building on a student’s native language knowledge and helping to transfer that knowledge to a second language.
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.
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.