Students, Parents, and Professionals

Intensive Reading Program

Daily morning (9-11:30am) or afternoon (1-3:30pm) 6 week intensive intervention program based upon student diagnostic skill-based assessment for reading, spelling and composition. Using the Orton-Gillingham approach, student will be guided through basic phonics, orthographic patterns and Latin-Greek basis of English.

Schedule and Cost: Please contact

Intensive Math Program

Daily morning (9-11:30am) or afternoon (1-3:30pm) 6 week intensive intervention program for numeracy and mathematical skills based upon student diagnostic skill-based assessment. Following the multi-sensory math approach to numeracy, student will be guided through concrete, representation and abstract mathematical learning.

Schedule and Cost: Please contact

Learning to Read - Your Young Child Can Learn to Read!

Young Children ages 4-7 will be taught systematic phonics in a small group setting. Our lessons will focus upon phonological awareness, phonemic awareness and synthetic phonics. This approach is meant to develop effective reading skills so that your child will not struggle with reading when they eventually 'read to learn'. Weekly lessons with reading materials and games will be provided to reinforce learning at home.

The research:

Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9

Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.

https://journals.sagepub.com/doi/abs/10.1177/0022219419847154

Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis

In sum, systematic phonics instruction proved effective and should be implemented as part of literacy programs to teach beginning reading as well as to prevent and remediate reading difficulties.

https://journals.sagepub.com/doi/abs/10.3102/00346543071003393

THE EFFECTS OF SYNTHETIC PHONICS TEACHING ON READING AND SPELLING ATTAINMENT A SEVEN YEAR LONGITUDINAL STUDY

Overall, we can conclude that a synthetic phonics programme, as a part of the reading curriculum, has a major and long lasting effect on children’s reading and spelling attainment. Indeed, these skills were found to be increasing many years after the end of the programme. It is evident that the children have learnt a technique that they can use for themselves, that they have learnt a self teaching technique. Furthermore, although in a recent international study boys were found to have significantly lower levels of reading comprehension than girls in all 35 countries surveyed, the boys in this study comprehended text as well as the girls’. In fact they were slightly ahead, and if this trend continues in the future, it may become statistically significant. Socio-economic differences in literacy skills were non –existent in the early years of the study, only emerging in the upper primary years.

https://dera.ioe.ac.uk/14793/1/0023582.pdf

Dyslexia

This session is intended to help with understanding dyslexia including a dyslexia simulation, overview of dyslexia and recommendations to support learners with dyslexia.

Etymology

How the study of words and their history can help learners with vocabulary, reading, spelling and comprehension.

Morphology

Understanding how Anglo-Saxon, Latin and Greek help our learners to make sense of English including vocabulary within content area subjects and advanced reading-writing.

Assistive Technology

Review of assistive technology for students to develop literacy and numeracy skills including executive functioning, organizing and study tools

Study Skills

Let's get ready for exams and tests! We will review tools and strategies for students to prepare for memorization, reading advanced materials as well as reading for specific purposes.