ReAD.IT is a 16-week reading fluency intensive program that is provided in the clinic for children who have not responded to alte rnative reading programs. Children come into the office once weekly for a 3-hour period and learn to read using the structure of the English language and patterns associated with spelling.
ReAD.IT is based on the most recent research-based interventions for dyslexic students, including intensive work in phonology and morphology, repeated reading, and speed drills delivered in a multi-sensory methodology, as well as daily guided oral reading. The comprehensive program includes an initial reading screening and a follow-up screening to determine responsiveness to the program. Students often experience a dramatic improvement following completion.
ReAD.IT is a Structured Literacy program. Structured Literacy instruction is systematic and cumulative. Systematic means that the material follows the logical order of the English language. The sequence begins with reading instruction where the student is fully able to decode text moving up to more complex and multisyllabic text, progressing gradually.
All reading instruction is explicitly taught in this manner.
That said, all instruction is based on ongoing monitoring and assessment, until the student is efficient and automatic with the text. Automaticity is important to help understand the ease and efficiency with which the student is able to process the reading material.
This program is designed for students in elementary through high school. Pre and post testing is conducted, with ongoing monitoring also provided weekly.
In addition, ReAD.IT is offered as a research-based alternative to in-school reading remediation intervention for dyslexic students and has shown to improve the reading fluency of dyslexic or reading disabled learners. It can be considered specially-designed instruction as part of a student's IEP to improve reading fluency and automaticity and can be funded through a school district, including use of COVID Compensatory Funding allocated to districts to help make up for lost growth due to the pandemic.
In addition, ReAD.IT Comprehension is also offered as an intensive reading comprehension program using visual imagery as a means to increase the reader's ability to comprehend text. Contact the office to learn more.
What is Dyslexia?
Dyslexia is not solely a medical term and more recently has been included in many school-based evaluations and IEPs. Developmental dyslexia is one type of learning disorder that is not explained by intellectual or environmental factors. It is a neurobiological disorder that a child will not "grow out of" and will not get better with time alone. It is correlated with some cognitive processes differences, including processing, rapid naming, and at times attentional functions. Intervention should be targeted specifically to the skills associated with understanding the symbolic nature of text, its relationship to sounds and morphological patterns. Finally, using intentional and intensive practice in conjunction with learning the rules and orthography of the language leads to meaningful changes not only in skill but in fluency as well.
Developmental dyslexia (vs. aquired dyslexia) can be identified early and shown to be responsive to research-based interventions when used intensively and with fidelity. Schools must consider a dyslexia diagnosis, with its correlating research-based interventions, as part of a plan for remediation.
Reading fluency is an important component of any dyslexia remediation program. Reading fluency is the most retractable area of the disorder, and one that can respond to intensive interventions as well.
Dr. Kelly is a specialist in the field of dyslexia and has presented at various institutions for professional development. Dr. Kelly offers FREE in-school and organizational training presentations on reading and its related disorders.
DYSLEXIA DEPOT is another website developed by Dr. Kelly and dedicated to the understanding and remediation of dyslexia
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Resources for Parents
The Complete IEP Guide: How to Advocate for Your Special Ed Child, by Lawrence M. Siegel, Nolo Press, 2001
Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It, by Mark Seidenberg, Basic Books 2017
Hard Words: Why Aren’t Kids Being Taught To Read?, by Emily Hanford, APM 2018 www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arentbeing-taught-to-read isntteaching-reading-right