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Instructional Method and Curriculum Content- The method of instruction for the Dyslexia Training Program incorporates teaching principles widely recognized to be effective with dyslexic students. The approach is linguistic, presenting the underlying concepts of written English in small segments and in a logical sequence. Students are taught at each level of language — phonological, morphological, syntactical, semantic, and pragmatic–and are given opportunities to practice applying the concepts immediately. The teaching is meaning – based. Once the basic decoding skills are mastered, the emphasis switches to reading comprehension. Students read meaningful and varied material throughout the program. The material is presented in systematic, sequential, and cumulative manner. It assumes no prior learning and processes that will allow will them to become confident, independent readers. The curriculum content and daily schedule were carefully prepared to teach the alphabet, handwriting, spelling, reading, reading comprehension, and listening skills. The following lesson components provide instruction and practice in these essential skills. The Alphabet is the basis of our written language. Students first learn the shape and name of each letter. They learn to recite and write the alphabet in sequence and to recognize its letters in random order. Three – dimensional letters are used for tactile recognition. Alphabet skill leads to the practical applications of alphabetizing, such as using directories and dictionaries. The Reading Deck reinforces each letter`s visual image and name. Students review daily all the letters they have learned. Key words are used to help children unlock the sounds of letters. Saying these key words aloud provides multisensory reinforcement. The Spelling Deck teaches the regular spellings of sounds in isolation. Recognizing a sound, naming the associated letter or letters aloud, then writing the letter or letters is a part of the daily routine. New Learning uses discovery techniques to present new concepts. In teaching from the known to the unknown, students discover for themselves each new sound, each new letter, and each new rule. This heuristic approach creates an active learning environment. Handwriting emphasizes cursive writing. Cursive reduces letter reversal and encourages left to right direction. As each letter is presented, it strokes, shapes and proportion are taught. Handwriting position is checked and a writing frame is used to encourage a relaxed grip. Reading Practice takes a student from individual sounds to language concepts. Base words, coding, syllable division, accenting, situations that affect pronunciation, digraphs dipthongs, combinations, and final stable syllables are taught. As automaticity and fluency increase, reading comprehension skills are developed through literature. Spelling Practice offers an underlying strategy or process that allows students to become independent spellers. Spelling is the most difficult written language skill for students with dyslexia. Each lesson transforms spelling into a science that uses rules and generalizations. Students apply these regularities through practice activities until they become automatic. Learning Activities end each lesson. Although students with dyslexia may not be able to access written language by themselves, the joy of learning information from books can be experienced by listening to literature read aloud. Each one – hour lesson includes a sequence of activities that is presented in a consistent daily schedule. Students learn the daily schedule and rely on its structure and consistent. The underlying goal of the Dyslexia Training Program is for each student to reach his or her maximum potential in reading, writing, and spelling. |
