Multisensory: More than Learning Styles

In my 4th grade classroom I prided myself on using different learning styles. I tried to incorporate movement into my lessons for kinesthetic learners. I made visual aids for my students who learned best visually. And I figured that my auditory learners were probably doing fine since I always explained everything aloud. The purpose, I Continue Reading

Multisensory Monday- Pincer-Grip Vowel Intensive

Many of my struggling readers also have dexterity issues, so I am always developing multisensory activities that are fun for different ages that target specific skills and help with fine-motor skills.  Here is an activity that focuses on short/closed vowel sounds and works developing a stronger pincer-grip. Materials You’ll need clothespins, scissors, glue, and a Continue Reading

Orton-Gillingham Part 2: Principles of Orton-Gillingham

Orton-Gillingham programs are based on six main principles of instruction.  The first three (Phonics-based, Structured/Systematic, and Direct-Instruction) are recommendations of the National Reading Panel.  The next three take it above and beyond what the National Reading Panel recommends (Multisensory, Sequential, and Cumulative). Find out more about each principle in Part 2 of the series “Orton-Gillingham: Continue Reading

Orton-Gillingham Part 3: Components of Instruction

Learn about the components of a typical Orton-Gillingham program in the next video from the series “Orton-Gillingham: A Multisensory Structured Language Approach.”

Multisensory Monday- Short Vowel Bingo

Short Vowel Bingo Short vowels sounds are tricky for many beginning readers. Once introduced, students need ample opportunities to practice hearing and distinguishing short vowel sounds.  Phonics First® takes into account that mastery of short vowel sounds needs special attention. We can help students work towards automatic memory recall by giving adequate review time using Continue Reading

Which Way to Turn: Best Outcomes for Children with ADHD

Attention Deficit Hyperactivity Disorder, widely known as ADHD, has impacted the way students learn.  The disorder is commonly diagnosed in children around the age of 7 and boys are more than twice as likely to receive the diagnosis over their female counterparts. It’s interesting to note that this disorder was not fully recognized by the Continue Reading

Multisensory Monday- Phonemic Awareness Turtle Activity

Many of our young readers who start off in the beginning of the Phonics First® program still need a bit more support in phonemic awareness. Although students should have a good grounding in phonemic awareness before starting a formal phonics program, it’s always okay to weave in additional support as we start the beginning lessons. Continue Reading

ADHD: A Mother’s Perspective

I knew my son was different at his first birthday. Having two older sisters, I could have attributed his habits and behaviors to “being a boy”, however I sensed something else was wrong. My son (we will call him Alex) was in constant motion. When he was awake, he was literally moving all the time. Continue Reading

Multisensory Monday – Styrofoam Cup Syllable Blending with Affixes

One of the biggest struggles my students, particularly my older students, have is blending large words together. Many of my tutoring sessions include activities to help facilitate better whole word reading of larger, longer words. One activity that my students seem to enjoy is simple and inexpensive to make. The only things you need are Continue Reading

Orton-Gillingham Part 1: History & Accreditation

What is Orton-Gillingham? Orton-Gillingham is NOT a trademarked name.  ANYONE can use the name Orton-Gillingham. This is why it’s important to choose a quality Orton-Gillingham, or Multisensory Structured-Language, program that has been thoroughly reviewed and accredited by one of the three main accreditation councils.  The three accredidation councils are the:  International Dyslexia Association, International Multisensory Continue Reading