Our Dyslexia Therapy is a scientific, research-based, Orton-Gillingham based, multi-sensory approach that provides explicit, direct instruction that is systematic, sequential, and cumulative to help dyslexic and struggling readers develop the components necessary to become successful readers!
In accordance with Misssissippi law, our Dyslexia Therapy teaches the following components: phonemic awareness, graphophonemic knowledge, the entire structure of English language, Linguistic instruction directed towards proficiency and fluency with the patterns of language, and strategies for decoding, encoding, word recognition, fluency, and comprehension.
Sessions are ideally done one-on-one, but group (maximum 4 students) sessions can be done (when appropriate and available) for a discounted rate.
Basic Language Skills is an intensive, therapeutic curriculum that meets the guidelines of the Mississippi Dyslexia Law and is effective for students with dyslexia and other related disorders. This research-based curriculum shares similar philosophies and characteristics with other Orton-Gillingham-based curricula and provides instruction in phonemic awareness, letter recognition, decoding, spelling, fluency, comprehension, handwriting, vocabulary, and oral and written expression.
The DuBard Association Method® is a phonetic, multisensory teaching-learning strategy designed for students with language deficiencies. It was devised originally by the late Mildred McGinnis, a teacher at Central Institute for the Deaf in St. Louis.
The DuBard Association Method® has been modified and expanded by the late Etoile DuBard and the staff of The University of Southern Mississippi DuBard School for Language Disorders since the school was founded in 1962.
The DuBard School regularly conducts research on the DuBard Association Method®.
The following definition of dyslexia was endorsed by the Board of Directors of the International Dyslexia Association on November 12, 2002.
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Lyon, G.R., & Shaywitz, S.E. (2003)
Related disorders include the following as defined by the International Dyslexia
· Dyscalculia - a mathematical disability in which a person has unusual difficulty solving arithmetic problems and grasping math concepts.
· Dysgraphia - a neurological-based writing disability in which a person finds it hard to form letters or write within a defined space.
· Dyspraxia - difficulty planning and coordinating body movements; coordinating facial muscles to produce sounds.
MS Department of Education Dyslexia Guidelines and Handbook
What are the signs of dyslexia?
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Interested in what methods we use for our dyslexia therapy?