Dyslexia

Multisensory Teaching Approach (MTA) is an alternative language arts program specifically designed for students experiencing serious reading difficulty, including dyslexia. It is based on Orton-Gillingham philosophy and techniques, and follows the introduction sequence of Alphabetic Phonics. MTA was field tested for nine years in both public and private school settings before it was published. A four-year trend analysis study (Reynolds, V., Vickery, K., and Cochran, S., Annals of Dyslexia, 1987) looking at both reading and spelling in regular and remedial classrooms showed highly significant gains for all remedial students as well as gains for regular classroom students, some also at significant levels.

MTA is a comprehensive language arts program addressing the areas of alphabet/dictionary skills, reading, reading comprehension, cursive handwriting, and spelling. Guided discovery and multisensory techniques are utilized for introducing, reviewing, and practicing skills in the curriculum areas listed above. These techniques involve students as active participants in their own learning process. Criterion-referenced Mastery Checks are administered periodically throughout the curriculum. Mastery criteria are 90% for spelling and reading. MTA addresses all descriptors of appropriate dyslexia programs as described by the International Dyslexia Association, and those in the Texas Dyslexia Procedures. More information can be found at https://mtspublications.com/about-mts/.

Empower Achieve 3000 is a differentiated instruction program which focuses on literacy in the English language arts, core content areas and intervention techniques. The Empower 3000 program uses scaffolding teaching techniques designed to help struggling readers improve their reading scores. The selections are nonfiction and have supporting activities presented in a computer-based program. The reading activities help build stamina and strength for the students. Students strive to increase their ability to read, comprehend, apply and communicate information derived from complex texts. The student gets a baseline Lexile score, and all scores are reported on Lexile levels. This scoring allows students to track their progress! Keller ISD uses this program in their High Schools to compliment and support the Read Naturally Program. (Annotated from various Achieve sources)

Read Naturally Live is a research-based individualized reading program that helps students build fluency, and make solid gains in vocabulary and comprehension. Dyslexia interventionists integrate the Read Live components with the MTA curriculum to meet the needs of each student. The levels are well sequenced, and the non-fiction stories are not only interesting, but they build the students’ vocabulary and knowledge. It meets students at their level and allows them to practice to meet their goal, which in turn, builds confidence. The built in data collection feature gives a clear picture for parents, students and teachers to progress monitor.

Benefits from learning prefixes, suffixes, and roots are enormous for all students. Typically, these morphemes have Latin and Greek origins. The ability to recognize stems not only increases a student’s ability to decode multisyllabic words, but enhances vocabulary development. Latin and Greet Roots: Teaching Vocabulary Using Hands-on Activities and Common Objects by Perry D. Stokes is one of many resources utilized in building morphology.