LTK Activities in-depth
LTK lessons are made up of various activities designed to teach and test the student learning with dyslexia implement according to the Orton-Gillingham method. Please scroll down the activity list and expand the activity to see an example of the activity in action. Majority of activities are perfect for struggling readers! Kids as early as Kindergarten will get engaged in sharpening the spelling, reading and comprehension skills. First, Second and Third graders who have hard-time in the class moving at their own pace will make rapid progress.
Students learning with dyslexia gain maximum benefit if the LTK® At Home software is used 3-4 times per week in periods of 30-45 minutes. The first 22 lessons are 60-90 minutes in length. Lessons 23 and beyond last for 30-45 minutes each.
Students using the program with this level of focus will experience improved reading skills within 2 weeks! A student who begins with lesson 1 and completes all 87 lessons will require 120-160 hours to complete the entire program and should be reading at the fifth grade level.
Review of whole 26 letter alphabet.
Student enters the two missing letters in a 4-letter alphabet sequence.
Student enters the missing letter for a digraph sound in a word.
Student enters the number of syllables contained in a word.
Student types the missing letter of a two-letter blend.
Student enters the letter of the letter “F”, “l”, of “z”.
Student types the letter(s) of the sound played. Hint1 displays the word. Hint2 displays the letter(s) of the sound. Hint3 shows the skill (letters) together in one box and plays the letter sounds in sequence. Card Deck button is available.
Play the sounds of each letter in a one syllable nonsense word. Student types the letter of the sound. Hint1 displays the word. Hint2 displays the letter. Hint3 shows and plays the letter. Hint3 shows the skill (letters) together in one box and plays the letters in sequence. Card Deck button is available.
Asks 3 questions. The answers used to teach concept of word construction.
Teaches PLURALS. Student enters the base word without the plural ending.
Student enters the letters of the R-controlled (or other) syllable.
Student enters the diagraph letters in the word.
Breaks down words into syllables.
Teach New Sounds. Displays the Picture, the Key Word, the Letter, and the Graphic of the Letter Sound. Student records and compares his utterance to that of the program. Student writes on his paper verion of the LTK Card Deck.
Plays a sentence and student types in the words of the sentences. Plays the word as it is entered. Beeps if wrong word. Hint1 shows the first letter of the word. Hint2 shows the second letter of the word. Hint3 shows the entire word.
Plays a word and student types in the letters of the word. Beeps if the letter being typed is incorrect. Hint1 shows the first letter Hint2 shows the letters the student is to type.
Shows blank matrix of the Crossword Puzzle. Displays a question on the screen with one word missing. Student selects proper word from a list of words on the screen.
Shows the first syllable of a word and 3 optional 2nd syllables. Student selects correct 2nd syllable from the list.
Asks student to answer Yes or No if the word displayed has one or two letters at the end.
Student splits the word into syllables by clicking between letters in the word.
Randomly selected syllables are displayed. Student enters the word made by these syllables.
A word is played and student selects the two letter blend for the word.
Displays 3 words and one of them is played. Student clicks on the one played.
A letter sound is played and student selects the correct letter from a list.
Student completes sentences by selecting the missing word from a list of words. The entire sentence is then played for the student to hear.
Displays from 2 to 4 words that have similar spellings and plays one of them. Student clicks on the one played.
Student reads, records and listens to recordings of new words. Student can click on any word and LTK will play it.
Student reads, records and listens to recordings of new sentences. Most words can be played.
Student reads new stories. A sentence is displayed with one missing word. Student enters missing word.
Student reads new stories. Student answers questions of 2 types: 1. Type in the missing word. 2. Select a multiple choice answer.
Plays letter sounds from previous lessons for review. Student listens, records own sound and compares to LTK version.
Plays multiple letters and the letter sounds from previous lessons for review. Student learning with dyslexia listens, records own sound and compares to LTK version.
Plays new sight words for student. Student records, listens and compares his recording to LTK version.
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LTK was designed for this type of student. Those with learning disabilities, specifically dyslexia, require a very controlled approach to reading instruction. The Orton-Gillingham method is the most-researched and
most-proven technique ever devised to address the needs of student learning with dyslexia. That’s what’s inside LTK.
There is a Placement Test within the program that can be used to determine the student’s current reading level. After completing the LTK Placement Test, the student learning with dyslexia is automatically placed at the appropriate beginning lesson number. For the LTK At Home and LTK For Kids programs, you can access this program from the What Do You Want To Do program. If using LTK For Schools, this function is accessible from the Lesson Plan tab of the Instructor Menu, and can be set for all newly-enrolled students to automatically take the LTK Placement Test. There is also a Set Beginning Lesson program that provides the ability to start at any of the 87 LTK lessons.
All versions of the Language Tune-Up Kit will successfully teach students learning with dyslexia who are age 6 through adult. We do not
recommend use of LTK by students who are age 5 or younger unless an adult can work with the student to
provide assistance when needed. LTK does not contain any “cartoonish” characters that will sidetrack the
student. Some younger children may seem to need his type of “edu-tainment” to stay focused on computer
software. We do not recommend this approach, as it tends to distract the student from the goal of the exercises
instead of helping them to learn.