Instructional Remediation

WHO WOULD BENEFIT?

Children and youth with a diagnosis of dyslexia, language-based learning disabilities and/or ADHD, who:

  • Need 1:1 instruction in one of the areas listed below
  • Need a multi-sensory, research-based approach
  • Need a safe and comfortable learning environment with a qualified teacher

PROGRAM FOCUS

Reading

  • phonological awareness, sound/symbol recognition, blending, decoding, handwriting, reading fluency and reading comprehension

Writing

  • basic grammar, including parts of speech, sentence structure, punctuation, paragraph structure

OR

Mathematics

  • basic skills in computation, measurement, fractions, use of money, telling time

ADMISSION CRITERIA

LDAH recognizes that a formal diagnosis is not something all individuals have and therefore we welcome children and youth who are struggling in their academics and social life due to identified or non-identified learning disabilities. Please note: these programs are designed for individuals with learning disabilities and not other exceptionalities. All applications are screened. Registrations are on a first come, first served basis.

ATTENDANCE

Children can attend a minimum of 2 one hour sessions per week from September to end of May.

Classes are 1:1

FEES

LDAH Members: $ 54.50/hour

Non Members: $ 59.50/hour

Monthly payment plans arranged. The cost of annual membership is $50.00 paid separately from tutoring fees.

After school hours

Flyer – Instructional Remediation

My daughter has attended 1:1 sessions at LDAH since last summer 2012 until June 2013 to improve her language-related skills. As a result of your services she is now more confident writing paragraph assignments and her editing skills have improved considerably. She is more aware of the the English language structure and is able to recognize the different parts of speech. Thanks largely to your tutoring services she had an excellent school year. I would high recommend your services to other parents. Thank you for the valuable time spent with my child.

Anonymous

THE ORTON-GILLINGHAM INSTRUCTIONAL APPROACH

What is the Orton-Gillingham Approach?

The Orton-Gillingham approach was established as early as 1925 by Samuel Torrey Orton who identified the syndrome of dyslexia as an educational problem.  Anna Gillingham was a gifted educator and psychologist with a superb mastery of the language.  This approach is language-based, multi-sensory, structured, sequential, cumulative, cognitive, and flexible.  Infinitely adaptable, it is a philosophy rather than a system.

Language - Based

The Orton-Gillingham approach is based on a technique of studying and teaching language, understanding the nature of human language, the mechanisms involved in learning, and the language learning processes in individuals.

Multi-sensory

The Orton-Gillingham approach is multi-sensory.  Sessions are action-oriented with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning.  Spelling is taught simultaneously with reading.  In this respect Orton-Gillingham differs from traditional phonics instruction.

Structured, Sequential, and Cumulative

The elements of the language are introduced systematically.  Students begin by reading and writing sounds in isolation.  These are blended into syllables and words.  The various elements of the language, consonants, digraphs, blends, and diphthongs are introduced in orderly fashion.  As students learn new material, they continue to review old material to the level of automaticity.  The teacher addresses vocabulary, sentence structure, composition, and reading comprehension in similar structured, sequential, and cumulative manner.

Cognitive

Students learn about the history of the language and study the many generalizations and rules, which govern its structure.

Flexible

At its best, Orton-Gillingham teaching is diagnostic-prescriptive in nature.  Always the teacher seeks to understand how an individual learns and to devise appropriate teaching strategies.

Emotionally Sound

Because old material is constantly reviewed and new material is introduced systematically, the student experiences a high degree of success in every lesson and gains in confidence as well as in skill.  Learning becomes a happy experience.

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