Reading, Spelling and Comprehension strategies (specific to ESL, ELL and LD)

/Reading, Spelling and Comprehension strategies (specific to ESL, ELL and LD)
    Reading, Spelling and Comprehension strategies (specific to ESL, ELL and LD) 2019-08-23T10:07:34-05:00

    Our original goal was to develop a program for students with developmental reading disorders, also known as dyslexia, and to target the reading and spelling level rather than the age or grade level of the student. LTK benefits program is not limited to students with diagnosed learning difficulties. It is appropriate for all individuals who need a multi sensory phonics approach in order to learn to read and spell. This can include some individuals who are learning English as a second language. Students who complete all 87 lessons will be able to gain one of LTK benefits such as reading at a fifth grade level.

    LTK is effective with the following groups of STUDENTS–

    • whose native language is not English (ESL)
    • Native Spanish speakers
    • English Language Learners (ELL)
    • Students with dyslexia and other learning disabilities (LD)
    • Youngsters (Kindergartners)
    Typical LTK Screen. Click to see over 40 LTK activities

    What student sees on a typical lesson

    Someone who struggles with reading may have dyslexia or other learning difficulties. One of the challenges parents and caregivers face is that the school system is often not adequately prepared to teach such children at a remedial level.

    Orton-Gillingham Tutoring and Training -

    You are challenged with the task of providing remedial reading instruction to one or more students. Each student currently reads at a different grade level, and each has own level of proficiency in learning the basic skills of reading.

    Students who face the world with learning disabilities, such as dyslexia, typically have higher than average IQ levels. Thus, they develop “coping strategies”. For example, they may be able to recognize the shape of words and memorize them. The best they can achieve is a fourth or fifth grade reading level. Then they are lost. Most students, however, face a much greater struggle. They are unable to decode and “sound out” even the most basic and common words. Reading is work. As a consequence, their confidence and self esteem is low. They begin to “act up” in class and exhibit behavioral problems.

    A typical reading-deficient student has at least one of the following characteristics:

    • Is a child age 6 or older who is having difficulty or has not learned to read by grade 2.
    • Is an adult or teenager whose reading skills have never developed or are at an elementary reading level and has the desire to acquire reading and spelling skills.
    • Is learning disabled or dyslexic.
    • Is an employee that needs to know how to read to survive in the workplace.
    • Is seeking remedial help for English as a second language (ESL).