Solutions for

Dyslexia

We provide research-based, systematic, multimodal (multisensory), one-on-one, therapeutic-grade intervention through high-fidelity delivery of the Wilson Reading System®, an Orton-Gillingham based, comprehensive Structured Literacy program.

Available Virtually

As a Wilson® Training Partner, we uphold the highest standards of professional care and attention to EVERY aspect of implementation of the Wilson Reading System®. This ensures that EACH learner we serve benefits from the powerful procedures and comprehensiveness provided by the Wilson Reading System®. We adjust the intensity, dosage, and pacing of the program and carefully pair each learner with a highly trained Wilson interventionist to support the student’s psychological needs and unique learning profile each step of the way.

Without question, when the Wilson Reading System® is implemented with appropriate frequency and fidelity (implementing the program with all its power and all components fully and effectively), struggling readers become skilled, confident readers and writers. Students’ sight word recognition, decoding, spelling, morphological awareness (knowledge of prefixes, bases/roots, and suffixes), vocabulary, fluency, comprehension, and writing skills ALL improve significantly over time. The Wilson Reading System® thoroughly enfolds all five essential components of reading instruction each session; these include phonemic awareness (manipulation of the individual sounds of spoken language), phonics (alphabetic principle or the phonological code of language), vocabulary, fluency, and comprehension.

We systematically teach, model, and practice all literacy skills through a matrix of multisensory activities and cumulative review until the learner becomes accurate, automatic, and fluent with each skill. This ushers in confidence, hope, and excitement for reading and learning.

Solutions for

Dyslexia

We provide research-based, systematic, multimodal (multisensory), one-on-one, therapeutic-grade intervention through high-fidelity delivery of the Wilson Reading System®, an Orton-Gillingham based, comprehensive Structured Literacy program.

Available Virtually

As a Wilson® Training Partner, we uphold the highest standards of professional care and attention to EVERY aspect of implementation of the Wilson Reading System®. This ensures that EACH learner we serve benefits from the powerful procedures and comprehensiveness provided by the Wilson Reading System®. We adjust the intensity, dosage, and pacing of the program and carefully pair each learner with a highly trained Wilson interventionist to support the student’s psychological needs and unique learning profile each step of the way.

Without question, when the Wilson Reading System® is implemented with appropriate frequency and fidelity (implementing the program with all its power and all components fully and effectively), struggling readers become skilled, confident readers and writers. Students’ sight word recognition, decoding, spelling, morphological awareness (knowledge of prefixes, bases/roots, and suffixes), vocabulary, fluency, comprehension, and writing skills ALL improve significantly over time. The Wilson Reading System® thoroughly enfolds all five essential components of reading instruction each session; these include phonemic awareness (manipulation of the individual sounds of spoken language), phonics (alphabetic principle or the phonological code of language), vocabulary, fluency, and comprehension.

We systematically teach, model, and practice all literacy skills through a matrix of multisensory activities and cumulative review until the learner becomes accurate, automatic, and fluent with each skill. This ushers in confidence, hope, and excitement for reading and learning.

Wilson Reading System Resets Your Child’s Trajectory

The Science of Dyslexia

Dyslexic individuals have inefficient neural circuitry for processing written language (grapheme-phoneme relationships), causing reading, spelling, writing, and the mechanics of math to be tedious and time-consuming.

These challenges are caused by underdeveloped phonological processing (processing of individual sounds of spoken language), orthographic processing (processing of symbols that comprise written language), and/or rapid automatized naming processing abilities due to faulty or inadequate neural pathways and connections in the left parietal-temporal and occipital-temporal sections of the brain. Additionally, those with dyslexia may have poor auditory memory span (ability to remember what one just heard for a brief period), underdeveloped auditory working memory (ability to remember and manipulate/work with information just heard), and the ability to remember and recall arbitrary information such as math facts or the names of states and capitals. Some may also have poor processing speed and co-occurring disorders, such as dysgraphia, dyscalculia, dysnomia, developmental language disorder (mixed receptive-expressive language disorder), dyspraxia, autism, and/or ADHD. Furthermore, some individuals with dyslexia are twice exceptional, meaning they have high cognitive (intellectual) capacity in one or more areas and/or notable giftedness in areas such as music, art, or math.

Although no two individuals with dyslexia share identical neural circuitry, dyslexics tend to have similar weaknesses related to weak low-level language processing skills (e.g., rhyming, segmenting sounds, decoding, and spelling). Likewise, individuals with dyslexia often have notable strengths in visual-spatial abilities, fluid reasoning (non-verbal intelligence), oral language abilities, and/or quantitative reasoning. When individuals with dyslexia receive effective intervention through an intensive, frequent delivery model, coupled with appropriate classroom (or workplace) accommodations, they are able to capitalize on their incredible strengths to be successful in school, college, career, and life.

Effective intervention (also referred to as therapy depending on the training and credentials of those delivering the intervention) for dyslexia requires an intensive Orton-Gillingham-based curricula/methodology (also referred to as Structured Literacy) such as the Wilson Reading System. A multi-sensory, structured literacy program is highly effective for students with dyslexia; its systematic, multi-sensory, explicit, diagnostic-prescriptive lessons facilitate the interaction between the right and left hemispheres of the brain. Neuro-cognitive researchers have demonstrated that intensive structured literacy intervention improves both the structure and function of the brain in underperforming regions to support better reading and spelling. Engaging the brain in simultaneous, multisensory exercises activates the left hemisphere during the reading process, facilitates the embedding of neural models (allowing each word to become automatically decodable), and catalyzes overall reading development.

What is dyslexia?

The International Dyslexia Association defines Dyslexia as 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 the growth of vocabulary and background knowledge.

The National Institute of Child Health and Human Development identifies Dyslexia as a brain-based type of learning disability that specifically impairs a person’s ability to read. Individuals with dyslexia typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds), spelling, and/or rapid visual-verbal responding. Dyslexia can be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia.