Have you felt like your child needs a tutor and might benefit from a Connecticut Wilson Reading and Orton-Gillingham tutor to help them become more engaged with their reading? The Orton-Gillingham method and Wilson Reading Tutoring help with multisensory literacy learning.
Having children that are struggling readers can be complex for parents who want nothing but success for their kids; thankfully, there are many resources available when it comes to helping children get over this literacy hurdle, such as Trace Copy Recall which teaches students how to spell by using both sight words and phonetic principles combined into groups depending on pronunciation patterns.
Our Connecticut Wilson Reading and Orton-Gillingham tutoring teach students in a multimodal manner that includes phonemic awareness, sound-symbol relationships, the seven-syllable types, word origins, prefixes and suffixes, grammar, and syntax, and vocabulary.
The Wilson Reading program is a system of reading instruction that helps students with language-based learning disabilities or for students who are struggling to learn how to read. The founder, Barbara Wilson, had training in the Orton-Gillingham approach after starting her career as a special education teacher and founded an organization focused on children of all ages who have dyslexia called “Wilson.” She began teaching word structure systematically to help these struggling readers learn how to read incrementally. Students need to understand each step before moving forward until it’s mastered completely – this program has been proven successful by many people worldwide!
The critical point here is that every child learns at their own pace by taking things step-by-step with little room for confusion later down the line as long as you strictly follow all requirements outlined in detail by Dr. James Simeon Wilson’s original design!
Wilson Reading System (WRS) is a reading instruction program that uses the fundamentals of teaching and learning to ensure that children can read. Before starting with WRS, students undergo an assessment where Wilson’s trained teachers evaluate their skill level, strengths, and weaknesses. These assessments create lessons based on guidelines outlined in WSR for each student. Depending on the age range, they will be tailored specifically to what skills need improvement or reinforcement and how much time is needed per lesson.
WRS tutors/instructors are experts in teaching grammar and syntax, punctuation skills, and sentence structure. They also focus on ten essential skill areas that all children should know how to handle like a champ: letter-sound recognition, comprehension of texts, and stories read aloud or independently by the student.
The grandfather of multisensory reading programs is Orton-Gillingham. This program pioneered the multisensory approach to teaching kids how to read and write by using all their senses. The thirty-minute lesson includes a three-part drill, new concepts introduced in every session, decoding exercises that help them learn sight words. At the same time, they play games with red letters (Orton’s term for sight words), comprehension questions at the end so students can demonstrate what they learned from each chapter before moving onto another one.
Orton-Gilingham is a personalized program that can be modified to meet the needs of each student. The ability for Orton- Gillingham to adapt in this way makes it highly successful and fits well with students who need lots of flexibility or specific accommodations as they learn.
Orton-Gillingham is a systematic teaching approach that focuses on the needs of youngsters and struggling readers. As a result, a reading expert or Orton-Gillingham instructor can construct and adjust lessons to a student’s present skill level. In addition, small-group education can benefit from the Slingerland Approach, which is often employed in group settings. Finally, while Orton-Gillingham focuses primarily on teaching literacy skills (reading, spelling, and writing), its multimodal nature and sequential teaching have allowed it to be modified to help children who struggle with mathematics. (Learn more about multisensory math and how math tutoring can assist you here!)
For students who struggle with reading, spelling, writing, or any combination of the three, our Orton-Gillingham-trained instructors use a very successful instructional technique. Focus on the particular needs of children and apply the Orton-Gillingham technique to improve literacy skills.
The five pillars of literacy or reading are phonemic awareness, phonics, reading fluency, vocabulary or language development, and understanding. The ultimate purpose of reading is comprehension. Reading comprehension is the ability to examine literature, comprehend and interpret its meaning, and apply past knowledge, to put it simply.
To gain comprehension, a student must first master phonological awareness, reading fluency, and linguistic understanding and comprehend the relationship between sounds and letters and have a vast vocabulary. In addition, reading comprehension necessitates the ability to infer and link, learn character motivations, and solve problems, all of which require cognitive processes.
Beginning with phonological awareness, students learn to recognize the sounds of words as they progress through the reading process. Words are commonly broken down into sounds and syllables, represented by graphemes (the smallest meaning unit during a writing system).
A child with appropriate phonological awareness can listen to vocal sounds and understand how they translate into print, where the sound and grapheme are the same. In addition, studying phonics and sight words (print patterns that do not follow the rules and must be memorized) increases a toddler’s literacy motivation.
Encoding is the process of constructing and writing words using individual sounds (spelling), whereas decoding transforms printed words into sounds or reading.
We must first develop phonological awareness, or understand that words are made up of tiny sounds called phonemes before reading and writing. This phonological awareness allows us to break down words into more minor sounds and, conversely, to build entire worlds from more minor sounds. We begin learning to read by identifying each letter with its corresponding sound.
Reading fluency, described as the ability to read with speed, precision, and appropriate expression, is one of the five pillars of reading. Reading comprehension is strongly influenced by reading fluency. Children must be capable of reading quickly, whether aloud or silently, to comprehend what they read. Fluent readers read in phrases and use suitable tones when reading aloud, without pausing to decode terms or search up definitions.
Fluency is essential for comprehending and motivating young children. Fluent reading frees up brain resources, helping kids to understand what they’re reading better. According to studies, students need frequent opportunities for meaningful practice at their instructional reading level to acquire optimal reading fluency. Silent reading will not assist you in reaching your goal. Frequent oral reading chances and regular progress monitoring by a teacher, tutor, family member, or even a peer are essential to assist the youngster in achieving more fluency.
It’s also critical to choose the correct book or reading material while trying to improve fluency. When you put too much effort into decoding particular words, you’ll have difficulty reading fluently. As a result, there may not be enough time to absorb a chapter or a text as a whole fully. As a result, selecting materials suited for the student’s independent reading level is crucial. This means choosing books or works with vocabulary that the reader is familiar with and can understand.
Once appropriate reading elements are chosen, a reading teacher or tutor will:
- Provide and boost opportunities for students to read a wide range of stories or texts.
- Introduce new words before allowing the student to read them independently, occasionally monitoring reading rate and accuracy.
- Practice fluent reading in front of your child from time to time while modeling it as well.
- Encourage rereading texts on one’s own by demonstrating how this is done correctly (ease in voice tone) so that students understand just how much intonation affects comprehension from written text.
Both techniques, according to many parents, are effective for their children! They have more parallels than differences because they are both phonics-based, multisensory curricula. Wilson is different because it is more structured, making it suitable for pupils who benefit from structure. Orton-Gillingham is more adjustable, modifying and implementing depending on the student, tutoring goals, and other variables.
Important Points to Remember
- The Wilson reading program and Orton-Gillingham are multisensory reading programs proven to teach literacy.
- Orton-Gillingham tutoring offers a structured approach that allows for adaptation based on student needs.
- Wilson is a systematic approach where students start at the beginning, which ensures mastery as they progress.
For further reading, check out our Connecticut Wilson Reading & Orton-Gillingham Tutoring services.