Curricular Interventions
Orton-Gillingham
The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. It is most properly understood and practiced as an approach, not a method, program, or system. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.
The essential curricular content and instructional practices that characterize the Orton-Gillingham Approach are derived from two sources: first from a body of time-tested knowledge and practice that has been validated over the past 80 years, and second from scientific evidence about how individuals learn to read and write; why a significant number have difficulty in doing so; how having dyslexia makes achieving literacy skills more difficult; and which instructional practices are best suited for teaching such individuals to read and write.
The Orton-Gillingham Approach always is focused upon the learning needs of the individual student. Orton-Gillingham (OG) practitioners design lessons and materials to work with students at the level they present by pacing instruction and the introduction of new materials to their individual strengths and weaknesses. Students with dyslexia need to master the same basic knowledge about language and its relationship to our writing system as any who seek to become competent readers and writers. However, because of their dyslexia, they need more help than most people in sorting, recognizing, and organizing the raw materials of language for thinking and use. Language elements that non-dyslexic learners acquire easily must be taught directly and systematically. (© 2024 IMSE. All Rights Reserved )
Heggerty - Phonemic Awareness
The Heggerty Phonemic Awareness Curriculum is ESSA rated, aligned to rigorous educational standards, and rooted in the latest Science of Reading research.This curriculum incorporates research-based strategies such as explicit and systematic instruction, multisensory activities, and ongoing assessment to support students in developing strong phonemic awareness skill, In recent years, their research foundation has evolved to include explicit phoneme-gramphem connections, gradual release (I do, We do, You do), sequential instruction, connected text practice, articulation awareness, and cumulative practice strategies. (Copyright © 2024 Literacy Resources, LLC. )
https://heggerty.org/programs/phonemic-awareness/
David Kilpatrick - Phonemic Awareness
" Phonological awareness: The ability to recognize and manipulate the sound properties of spoken words, such as syllables, initial sounds, rhyming parts, and phonemes." ~ David Kilpatrick
We are building the understanding that every word can be perceived as a sequence of phonemes, or individual sounds. A child's success with phonemic awareness is the best predictor of later reading success. On the road to reading, phonemic awareness is at the start.
David Kilpatrick's Equipped for Reading Success has 1 minute drills to develop phonological awareness. Research has shown that contrary to our intuitions, phoneme awareness is important for remembering the words we read (sight-word recognition), not just for developing phonic decoding skills. Equipped for Reading Success uses a developmentally appropriate approach designed to boost phoneme awareness, phonics, and instant word recognition.
95% Group
~"Unlocking the power of literacy for every child"
Evidence-based, explicit, systematic, and cumulative intervention solutions, designed for students working in small groups and beyond, according to their skill level and instructional needs.
Close skill gaps with proven Tier 2 reading interventions
Put students on track for reading success through targeted, structured literacy instruction with small-group intervention solutions. Our evidence-based instructional materials provide everything educators need to deliver focused intervention with limited time for planning—from diagnostic assessments to skill continuums and intuitive lesson plans. (© 2024 95 Percent Group LLC)
https://www.95percentgroup.com/tier-2-small-group-intervention/
Do the Math
Math is about more than finding the correct answer. It’s about using numerical reasoning to find the best strategy for solving a problem.
Created by Marilyn Burns, one of America’s most trusted math educators, Do The Math® provides flexible, classroom-tested instruction for building numerical reasoning and restoring confidence. It helps students in Grades 1–5 rebuild their math foundation. Designed for at-risk and struggling students, as well as those who require more practice, the program provides the skills and understanding students need to progress to grade-level proficiency during the school year.