From the International Dyslexia Association:
Someone who struggles with reading may have dyslexia or other learning difficulties. One of the challenges parents and caregivers face is that the school system is often not adequately prepared to teach such children at a remedial level. Many schools do not provide the necessary teacher training required to address the needs of a child’s reading deficiencies. During the first grade and even later, remedial reading classes do not typically exist at schools. This leaves parents and caregivers searching for alternatives that they can trust and that will teach a child the basics of reading. By using the Language Tune-Up Kit Family versions, you can help your child acquire the skills to become a proficient reader. This training can be delivered in the comfort of your own home. You can monitor your child’s progress while they use the program. As a result, you will see a marked increase in his or her skills which can also lead to an increase in self-esteem as reading skills are developed with each lesson. Your child will become a successful reader. Equally important is that he or she will no longer be frustrated and will have a more positive outlook toward further learning.
You are challenged with the task of providing remedial reading instruction to one or more students. Each
student currently reads at a different grade level, and each has his or her own level of proficiency in learning the basic skills of reading. If you have been fortunate enough to have been trained in the Orton-Gillingham method, you already know that it is a major challenge to teach remedial reading to multiple students in a single classroom environment. If you do not have Orton-Gillingham training, your task is overwhelming. The good news is that by using the Language Tune-Up Kit For Schools, you can address each student’s unique needs and learning styles. The LTK Management System allows you to determine
areas of weakness and to provide specific intervention with skills students are having the most difficulty with.
You will know that each student will have his or her unique needs met. As each student learns at their own pace, you can deliver tailored assistance on an exception basis to address their specific needs. You can confidently discuss student progress with parents and administration. Your IEPs will have “teeth” that all parties can agree to. Reports will provide documented evidence of student progress.
Students who face the world with learning disabilities, such as dyslexia, typically have higher than average IQ levels. Thus, they develop “coping strategies”. For example, they may be able to recognize the shape of words and memorize them. The best they can achieve is a fourth or fifth grade reading level. Then they
are lost. Most students, however, face a much greater struggle. They are unable to decode and “sound out” even the most basic and common words. Reading is work. As a consequence, their confidence and self esteem is low. They begin to “act up” in class and exhibit behavioral problems.
A typical reading-deficient student has at least one of the following characteristics:
- Is a child age 6 or older who is having difficulty or has not learned to read by grade 2.
- Is an adult or teenager whose reading skills have never developed or are at an elementary reading level and has the desire to acquire reading and spelling skills.
- Is learning disabled or dyslexic.
- Is an employee that needs to know how to read to survive in the workplace.
- Is seeking remedial help for English as a second language (ESL).
The Language Tune-Up Kit Curriculum:
Our original goal was to develop a program for students with developmental reading disorders, also known as dyslexia, and to target the reading and spelling level rather than the age or grade level of the student.
This program is not limited to students with diagnosed learning difficulties. It is appropriate for all individuals who need a multi sensory phonics approach in order to learn to read and spell. This can include some individuals who are learning English as a second language. Students who complete all 87 lessons will be able to read at an eighth-to-ninth grade level.