Programs for Students with Dyslexia & Specific Learning Disabilities
Early Dyslexia Intervention – Kindergarten students with literacy delays
Dyslexia Intervention – Primary 1 to Secondary 2 students with demonstrated challenges,
customised lesson plans and 1 to 1 teaching according to their psychological assessment profile.
*For those students without a formal psychological assessment and diagnosis, I will conduct an informal screening.
Dyslexia Screening & Identification: Informal Assessment
For K2 Students:
Early intervention / screening to identify risk of having dyslexia before a formal psychological assessment.
For Primary 1 to Secondary 2 Students:
Informal detailed screening to identify possible dyslexia. This screening is optional but beneficial for parents who are unsure about whether their child has dyslexia.
Screening is also beneficial for parents who believe their child has dyslexia or a specific learning disorder, and is on the waiting list to be formally assessed by a psychologist but wish to start dyslexia intervention immediately.
••Informal screening does not replace an official diagnosis. If results show a risk of dyslexia, I highly encourage parents to have their child formally assessed by a certified psychologist and obtain a formal report. Schools will only accept the dyslexia diagnosis in a formal psycho-educational report from a certified psychologist.
Detailed screening includes a parent questionnaire and the completion of various activities given to the child. This may involve up to three separate sessions.
What is the MSL Orton Gillingham Approach for Dyslexia?
I use this approach to teach children with dyslexia because it is an internationally recognized and highly regarded method based on scientific evidence and 80 years of experiential knowledge.
Most importantly, I’ve experienced its effectiveness. Through the OG approach, I’ve watched children push through their learning challenges and gain confidence in reading, writing, and literacy comprehension.
“The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. It is most properly understood and practiced as an approach, not a method, program, or system. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.” (source).