Letter Reversals and Dyslexia

Why do some students reverse b and d when writing and reading?  Why do other students read words such as “was” as “saw”?  Samantha Brooks takes a deeper look at reversals and dyslexia. Parents and teachers may become alarmed when looking at their child’s writing and see that they are confusing letters such as b/d, Continue Reading

Multisensory Monday- Phonemic Awareness Blending Boards

Today is Multisensory Monday!  Let’s admit it! Phonemic Awareness activities can be a bit boring! I often use Penny Push activities, Elkonin boxes, colored blocks and chips to practice segmenting (taking a word apart) and blending (putting separate sounds together in sequence).   Lately I have been searching for a fun way to liven up these, Continue Reading

Orton-Gillingham Part 5: Choosing a Program

There are many things to consider when you are looking for an Orton-Gillingham program. Find out how to choose a quality, easy-to-use program in Part 5 of the series “Orton-Gillingham: A Multisensory Structured Language Approach”.

Multisensory Monday- Hoop War (ng/nk)

Concept: ng/nk Endings Many of my students struggle to hear the difference between words that contain -ng or -nk endings (such as sung, pink, strong) and words that sound very close but do not have -ng or -nk ending (such as glen, trend, bench). Hoop War is a fun activity you can use as a Continue Reading

Multisensory Education- Hear, See, Move, Learn

Imagine you are traveling in an unfamiliar city and are looking to visit an art gallery. Your cellular data is off and you’re relying on getting directions the old-fashioned way. You walk out of your hotel and ask a local you meet on the street. He says “You will walk three blocks straight, make a Continue Reading

Multisensory Monday- Open & Closed Syllable Types

Welcome to Multisensory Monday!  Educators are always looking for quick, effective activities.  Whether working one-on-one with a student or in a whole classroom, this activity is easily assembled and costs nothing more than the paper it is printed on! Open and closed syllables are the first types of syllables students are introduced to in the Continue Reading

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.”