Academic Language Therapy instruction is explicit, structured, systematic, and cumulative Take Flight lessons that contain the five components of effective reading instruction identified by research from the National Reading Panel. Take Flight is a comprehensive Tier III intervention for students with dyslexia.
Follows established procedures for explicitly teaching the relationships between speech-sound production and spelling-sound patterns.
Uses research-based methods that are applied in repeated reading of words, phrases, and passages to help students read newly encountered text more fluently.
Provides a systematic approach for single word decoding. Students learn 96 grapheme-phoneme correspondences.
Students are explicitly taught how to apply and articulate multiple comprehension strategies for narrative and expository text through cooperative learning, story structure, question generation and answering, summarization, and comprehension monitoring.
Features multiple word learning strategies (definitional, structural, contextual) and explicit teaching techniques with application in text. Students learn 87 affixes with an emphasis on English morphology, which includes a study of Latin roots and Greek combining forms.
Identification of the letters of the alphabet is an important early literacy skill because it is the foundation for developing reading, writing and spelling skills Alphabet study and practice lead to dictionary and thesaurus skill development.
Letters, letter clusters and concepts are introduced for reading, writing, and spelling through six multisensory linkages.
Explicit procedures are established to teach the relationship between speech sound production and spelling sound patterns.
Application of coding strategies are used to develop accuracy, fluency, and comprehension. Students learn the most reliable patterns used to decode words. Lessons begin with the most common, high utility letters and move to more complex combinations that aid in the development of accuracy and comprehension.
Reinforcement to identify and instantly name each grapheme and translate it into a speech sound.
Students engage in repeated accurate practice of letter names and sounds and uses in words.
Connected Text and Listening
High interest text is read by students and teacher to increase listening and comprehension skills.
Automaticity and Fluency
Fluency practice begins with students reading at the most basic word level, then moves to phrases and sentences, and continues to more complex structures. Rate and prosody are developed by having students follow a repeated reading schedule that introduces word patterns in isolation, phrases and several paragraphs (stories).
Students practice reading the most frequently used words in the English language based on the research of Edward Fry.
The ultimate goal of reading is comprehension. Narrative and expository text are used to teach critical skills such as grammar, vocabulary, story structure, reasoning, critical thinking, inferencing, summarizing, listening and comprehension monitoring.
Spelling Practice of Words, Phrases and Sentences
Students practive application of sound symbol relationships learned through phonemic awareness activities and the instant spelling deck practice.
Instant Spelling Deck
Reinforces the translation of each speech sound instantly into the letter that most often represents that sound.
Cursive handwriting is the cornerstone for reinforcing a multisensory approach to learning to read, write, and spell. Emphasis is placed on learning approach strokes, proportion (size), directionality, and proper grip.
Verbal and Written Expression
Students are engaged in lessons that begin with the development of receptive and expressive oral language skills and progress to written expression.
The History of Language (Etymology)
Understanding the origin of the English language and how it influences reading and spelling rules provide a framework for understanding the layers of the English language. Students learn high utility affixes, Latin roots, and Greek combining forms.
The lesson culminates with an activity reviewing the day’s new learning and previously taught concepts.
The complete transformation that we have seen since our son started working with Mrs. Chapman has led to our decision to have him continue working with her for as long as possible. Mrs. Chapman has a very warm, approachable way about her, and makes our son feel at ease. She has always been professional and kind to us, answered all our questions. Mrs. Chapman is also very open to meeting with teachers and principals to help them understand what she does, and why dyslexic students need accommodations. K.P. and B.P.
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You will be contacted to arrange a day and time for you and your child to meet with me.
Once your child is accepted as a student, you will receive communication with instructions to fill out an enrollment form.
After your enrollment form is received, the days and times of your lessons will be scheduled.
Before academic language therapy instruction begins, baseline assessments will be administered to develop an individualized instructional plan.