by Karina Richland | Oct 1, 2026 | Multisensory
Multisensory reading instruction is a teaching method that uses sight, sound, touch, and movement to help students learn to read. Rooted in the Orton-Gillingham approach, this method creates multiple pathways in the brain for storing and retrieving information, making...
by Karina Richland | Jun 10, 2026 | Multisensory
Words like toy and brown reveal a sound that refuses to sit still. The vowel begins in one mouth position and glides to another before the syllable ends. The question “what is a diphthong” has a clear answer: it is one gliding vowel sound made as the...
by Karina Richland | May 28, 2026 | Multisensory
Spelling errors repeat when a child hears sounds but cannot map them to print. A structured routine gives each sound a clear path into memory and writing. Explore the PRIDE Homeschool Curriculum for structured reading and spelling lessons. Multisensory spelling...
by Karina Richland | May 16, 2026 | Multisensory
Many students struggle with reading not because they lack intelligence, but because traditional instruction only activates one or two sensory pathways at a time. Multisensory learning changes this by engaging sight, sound, touch, and movement together, building...
by Karina Richland | May 10, 2026 | Dyslexia, Multisensory, Orton-Gillingham, Phonemic Awareness, Reading
When a child struggles to read, the root cause often traces back to one foundational skill: phonemic awareness. This is the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. Without it, decoding written text becomes a guessing...
by Karina Richland | Apr 23, 2026 | Dyslexia, Homeschooling, Multisensory, Orton-Gillingham, phonics, PRIDE Reading Program, Reading, Structured Literacy
You have heard that the Orton-Gillingham approach is the gold standard for teaching reading to children with dyslexia and other reading difficulties. Maybe a tutor recommended it, a teacher mentioned it at a conference, or you found it while searching for answers...
