Sounds Apart is grounded in the structured and systematic
Orton-Gillingham (O.G.) approach to literacy.
O.G. is a multi-sensory approach to the remediation of reading, spelling, and writing. For over 80 years, it has been used by educators, speech-language pathologists, and interventionists to directly address the language processing problems of children and adults. Rooted in the explicit and direct teaching of language skills, the O.G. approach is beneficial for all learners.
This approach to literacy enables trained practitioners to hone-in on the specific learning challenges experienced by children diagnosed with a variety of literacy and learning disabilities such as dyslexia, dysgraphia, oral and written expression, and processing speed deficits.
The Sounds Apart Approach: Transparency and Collaboration
To establish a clear and accurate understanding of every learner, I rely on preliminary diagnostic assessments, student interviews, parent meetings, and teacher feedback to identify the needs of each child before creating their unique learning plan.
From there, I will create a program plan specifically for your child. This will be shared with you before our first lesson so you have a clear understanding of the SCOPE AND SEQUENCE of the program.
All progress is communicated regularly to parents and teachers. Progress reports will demonstrate what we have focused on, what successes were experienced, and what areas need more attention.
Transparency and collaboration are at the centre of every relationship I have with my very important literacy ‘families’.
IS THERE A ‘BEST’ PRACTICE WHEN IT COMES TO LITERACY?
“No single approach to teaching reading is “right” or “wrong.” … However, the strongest evidence currently available suggests that Structured Literacy prevents students from struggling unnecessarily when they are trying to develop a reading and writing habit and appreciate all that books have to offer them.”
Lorimer-Easley & Reed, 2019
Current research shows that while the human brain is hardwired to speak, it is not preprogrammed to read. For this reason, learning to read requires direct and systematic instruction; instruction that enables the brain to create new connections and pathways as it acquires a new skill.
Coupled with this, children MUST feel engaged and connected to the literature they read. Although the fundamental literacy skills required to read can be learned, reading truly doesn’t begin until it becomes a JOYFUL and MEANINGFUL practice.