ACADEMIC THERAPY & FAQ

READING, WRITING, & SPELLING INSTRUCTION

Academic therapy, above all else, changes the way students read, write, and spell. Students  learn: ​

• The 26 letters of the alphabet

• 45 English speech sounds using a structured procedure

• A sound blending method demonstrably more effective than that found in most classrooms

• The six syllable types

• Syllable division patterns

• Regular and irregular spellings and related rules

• Handwriting

• Basic writing mechanics

• Vocabulary

• Comprehension strategies
  
  

The instruction is diagnostic, meaning that it is tied to student performance day to day.  Concepts are taught and practiced to mastery.

STUDY SKILLS & LEARNING STRATEGIES

Strong reading and spelling fluency skills are often not enough for students with dyslexia and executive dysfunction. Students need explicit instruction in study skills and learning strategies that will enable them to meet their academic potential. These skills include: 

• Grammar and sentence building skills

• Advanced writing mechanics

• Note-taking from textbooks, literature, and lecture

• Text analysis

• Brainstorming/categorizing/outlining

• Paragraph and multi-paragraph essay development

• Proofreading and editing

• Memory strategies

• Morphology - the study of Greek and Latin roots, prefixes, and suffixes which promotes spelling accuracy and reading comprehension

• Vocabulary expansion

• Non-literal language and inferencing

• Test-taking and test anxiety reduction strategies
  
  

When students follow structured procedures that take the guesswork out of performing academic tasks, they work more confidently, capably, and independently.

EXECUTIVE FUNCTION INTERVENTIONS

Students who struggle with executive dysfunction, ADHD, working memory deficits, or slow processing speed are often at a disadvantage in spite of their good intelligence. These students benefit from individualized, targeted instruction in organizational systems and strategies (including the rationale for using them), such as:

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• Metacognition (creativity, flexibility, self-control, & discipline)

• "Quick Tricks" for improving dynamics between self and teachers and self and peers

• Binder/backpack/locker maintenance

• Paper management

• Planning and time management

• Procrastination remedies

• Use of homework planner

• Aerobic exercise programming

• Sleep management

• Stress management

• Visual cues

• Assistive technologies
   

Organizational strategies do not come easily to students with poor executive functioning, but these skills can be learned and practiced to the extent that they become habitual.