Our Approach to Reading Instruction
The Reading Clinic uses an Orton-Gillingham approach. Reading Clinic instructors are trained in Orton-Gillingham, The Association Method, Discover Reading, and utilize the clinic’s own Yes! Reading Program. This broad base allows us to be flexible yet systematic in our approach with each student. All of these approaches use direct instruction to provide a highly systematic, sequential, multisensory program that can focus on the development of reading decoding skills and comprehension. In particular, we focus on teaching:
- Phonological Awareness
- Sound/Symbol Recognition (Graphophonics)
- Spelling & English spelling rules and conventions
Early Intervention (Junior Kindergarten to Grade 1)
MYTH: You can’t really tell if a child is having trouble learning to read until they are in Grades 2 or 3.
FACT: Children as young as five years of age can be reliably screened to determine if they are ‘at risk’ for a reading disability.
If your child has early warning signs of a reading difficulty we strongly recommend that you get your child assessed. If help is delayed into the later grades, it can take up to 4 times as long to improve reading skills.
The purpose of early intervention with young children is to prepare their phonological awareness skills and letter recognition skills to be ready to start to learn to read in grade 1. Parents can play a large role in helping to develop phonological awareness skills through games and activities taught at The Reading Clinic, and students of this age usually attend the clinic 3-5 times per week for 45 minutes.
Beginning Readers (Grade 1 to Grade 2)
MYTH: Most children who have poor reading skills in Kindergarten or Grade 1 will catch up in their reading skills eventually.
FACT: Approximately 80% of children who have poor development of their reading skills in the early grades continue to have reading problems. Only 20% of these children ever ‘grow out’ of their early reading difficulties. However, 90% of poor readers can reach grade level if they receive appropriate help by Grade 1.
If students in grades 1 and 2 do not have a solid foundation in pre-reading skills (such as sounding out words) they will begin to develop poor reading habits (such as guessing) that will prevent proper reading development. Traditional reading instructional methods quickly overload these children’s ability to learn sound-letter correspondences by giving too many at once and expecting whole words to be learned first in order to read. The Reading Clinic’s highly systematic, multi-sensory approach and use of phonetically controlled texts allow students to experience success at every step of the program.
In our Beginning Readers Program, students usually attend tutoring sessions for one hour per day.
MYTH: Students with reading difficulties will always be poor readers. It is best to get them using computer programs that will read books to them, or find ways to reduce their need to read. Not much can be done other than to keep trying.
FACT: The last 20 years of research into reading disabilities has provided many methods for effective remediation. Unfortunately, these methods are not yet widely known or used in the treatment of reading problems. This has meant that many students with reading difficulties have not received appropriate instruction. While early intervention is best, it is never too late for remediation.
The Reading Clinic works to prevent students from falling further and further behind their peers by offering daily one-on-one intensive intervention to close the gap as quickly as possible.
Students attend tutoring sessions for one hour per day, and if required, two hour sessions may be arranged for older students.
Secondary and Post-Secondary Students
Students attend tutoring sessions for up to two hours per day.