by Karina Richland | Sep 19, 2021 | Multisensory, Multisensory Teaching, Reading, Reading Skills
After your student has mastered the alphabetic principle, the next step in learning to read is beginning blending. This means pushing all of the sounds together in a word to create the whole word without pausing. For example, reading the word ‘bat’ as /bbaatt/ instead...
by Karina Richland | Sep 17, 2021 | Activities and Games, Multisensory, Multisensory Teaching, Reading, Spelling
Once your student has learned initial blends in words (flag, brim, snip, drop), it is time to introduce your student to final blends. Final Blends are the 2 consonant letters at the end of a word that each make their own sound. Some examples of final blends are lamp,...
by Karina Richland | Sep 6, 2021 | Multisensory Teaching, Phonological Awareness, Reading, Reading Skills, Rhyming
Most children learn to recognize the letters in the alphabet between the ages of 3 and 4. By age 5, the majority of children begin to make letter-sound associations. Children’s reading development is dependent on their understanding of the Alphabetic Principle...
by Karina Richland | Sep 5, 2021 | Activities and Games, Multisensory, Multisensory Teaching, Reading
Sight words, sometimes referred to as high frequency words, are common words that students need to read often in sentences and stories. These words do not fit standard phonetic patterns and need to be memorized. These include words like who, does, said, come, etc....
by Karina Richland | Aug 29, 2021 | Learning Differences, Learning Disabilities, Multisensory, Multisensory Teaching, Spelling
Spelling can be challenging for students with learning differences. Reading and spelling are closely related processes and yet despite this connection, the process of spelling is much more difficult than reading. Spelling requires a child to produce a task, whereas...
by Karina Richland | Aug 22, 2021 | Learning Differences, Learning Disabilities, Multisensory Teaching, Orton-Gillingham, Spelling, Structured Literacy
Orton-Gillingham is a structured literacy approach used to teach students that are struggling with reading, writing, spelling, and comprehension. Although this approach will work with all students, it is especially beneficial for students with dyslexia, auditory...
