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Dyslexia is a common developmental reading disorder defined by the difficulties of learning to read and write; many times this extends to trouble with verbal comprehension and other language skills, as well. Since most traditional curriculums don't put these skills to much use as their foundation of academic progress, the learning needs of dyslexic students are often neglected. It is crucial that schools for dyslexia assume the initiative in working with teaching programs that use alternative methods to engage students with basic alphabetic and phonetic content. Many manifestations of this learning disorder centers around problems with decoding and encoding. Students struggle with the mental processes of breaking words down into individual sounds and translating a string of sounds or letters into a complete word. Reinforcing these basic elements of language, by other means than conventional textbooks, has been found to be effective in many cases. One multi-sensory program that has been in use since the 1930s, and is still encouraged in many schools for dyslexia across the country, is the Orton-Gillingham Approach. An educator and a scientist at Columbia University developed the program. Its approach attempts to incorporate three different learning pathways, in which people acquire information through a language teaching system that was founded on phonics and the structure of words. The three pathways Orton-Gillingham utilizes are linked to the senses: sight, sound, and movement. The student is taught to recognize the shape and sound that make up the letter. He or she should also produce these same elements by writing or tracing the shape and speaking it aloud. These exercises are practiced simultaneously, so that all three of the learning paths are being used in concert. In theory, they will work together to provide better retention in the student's memory. Providing multiple channels of sensory input reinforced by high levels of action and interaction, teaching sessions are designed to aid the process of association and recollection. The Orton-Gillingham Approach relies on a "bottom-up", systematic introduction to building language skills. Rather than introduce the meanings of complete words before students can grasp how the parts work together, the approach emphasizes how basic units come together on each level to become more complex. Letters form syllables, and then those syllables form words, which start to accumulate meaning to go with their structure. Sentences and more advanced structures are taught as comprehension increases. Another popular method based on Orton-Gillingham is the Wilson Reading System. While its curriculum is still shaped by the individual instructor, the system of color-coded sound cards and word drills used is overall more rigidly structured than Orton-Gillingham. The two are sometimes used together or in conjunction with other literacy development solutions to encompass a wide range of learning aspects. Developmental reading disabilities do not render children illiterate or unintelligent. By using approaches that take advantage of less traditional pathways to learning, schools for dyslexia can help nurture their students' full potential. If you're searching schools for dyslexia in Princeton, NJ, visit our site to learn more information. Read about how we can help you here: http://www.laurelschoolprinceton.org/.
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