Reading Intervention is a form of extra support and targeted multisensory instruction for children who are reading below age level or those who have a formal diagnosis of a learning difference in Reading (Dyslexia). Intervention is designed to help a child learn and develop the skills they need to read and comprehend. Children who benefit from this intervention are those with delays in phonemic awareness, decoding, fluency, and/or comprehension. Our reading interventionists have extensive training in the Ortan Gillingham with additional training in both the Wilson Reading Method, SPIRE program and the Lindamood-Bell program.

Types Of Interventions & Programming At Mind Body Child

Tier 3: Intensive, individualized instruction for children who need significant support. These programs are provided by trained reading interventionists.

• Explicit Instruction: direct, concrete, explaining concepts, repetition
• Multisensory Instruction: engaging multiple senses (visual, auditory, kinesthetic) to enhance your child’s ability to learn
• Phonics Instruction: teaching children the relationship between letters and sounds
• Fluency Practice: Repeated readings to improve speed, accuracy, and prosody
• Vocabulary Development: learning new words, and understanding their meanings
• Comprehension Strategies: teaching students how to think critically about what they read

Methods Used At Mind Body Child

Wilson Reading System

• The tier 3 structured literacy program is based on phonological coding research in Orton Gillingham principles. The Wilson reading system is designed for children with language-based learning disabilities with the foundational and language skills that are necessary to access grade level text.
• A systematic, explicit, cumulative, intensive, and focused approach is used to teach the structure of the English language/total structure for decoding and encoding
• All instruction is direct, multisensory, and interactive. It is consistent and allows for connections to be made between the visual, auditory, and kinesthetic tactile pathways to enhance memory and learning of written language.

Lindamood-Bell Method

• LIPS: phoneme sequencing program, development of oral motor, visual, and auditory feedback system that enables all students to prove the identity, number, and order of phone names in syllables and words. Our SLP team provides the LIPS intervention.
• Seeing Stars: develops Symbol Imagery, the ability to visualize sounds, and letters and words as a basis for orthographic awareness, phonemic awareness, word attack, word, recognition, spelling, and contextual reading fluency.
• Visualized To Verbalize: program that develops concept imagery, the ability to create an imagined cult from language, as a basis for comprehension and higher order thinking. The concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking and writing.

Does My Child Need Assistance?

Early detection is crucial for providing support and avoiding childhood frustration and academic “shut-down”. While every child develops at their own rate these are areas that should be noted and attended to.

Ages 3 to Kindergarten

• Speech & Language Delays: difficulty forming words, clearly, limited vocabulary, compared to peers, trouble falling directions with multiple steps.
• Difficulty With Rhymes: struggles to identify rhyming words or participate in rhyming games and songs.
• Sequencing Issues: trouble with memorizing the alphabet or days of the week in order
• Mixing Up Sounds: confuses, similar sounding words or syllables in spoken language.

Grades K-2:

• Trouble With Phonics: difficulty associating letters with their sounds, which is called decoding. Sounding out new words.
• Slow Reading Pace: read very slowly or he hesitates often while sounding out words
• Frequent Errors: makes many mistakes while reading, including reversals (saw for was), omissions (skipping words), or insertions (extra sounds).
• Avoidance Of Reading: shows a dislike for reading activities or becomes easily frustrated when reading.
• Poor Spelling: difficulty with spelling simple words, inconsistent spelling, even for familiar words.

Grades 3-6:

• Problems With Sight Words: struggles to recognize common sight words
• Guessing At Unfamiliar Words: frequently guesses at unfamiliar words instead of sounding them out.
• Difficulty With Reading Comprehension: has trouble understanding the meaning of what is being read, struggles to answer questions about the text.
• Disorganized Written Work: messy handwriting, poor organization of thoughts in writing assignments.