DIRECT READING & WRITING INSTRUCTION

Our direct reading and writing instruction is designed to address the visual processing disorders and/or auditory processing problems that account for many students’ reading, writing, and/or spelling difficulty. While many approaches teach remedial strategies, we at SPS are committed to addressing the underlying core issues that account for the gap between a student’s potential and educational performance.

Reading, Writing, and Spelling

We offer an innovative direct reading instruction component designed to improve a student’s visual processing skills affected by a visual processing disorder. Our program successfully develops symbol imagery, which is a critical to sight word development, reading fluency, and spelling. Our treatment techniques not only include instruction based upon Lindamood-Bell principles, but our expertise in the areas of auditory processing, occulomotor skills, and visual processing development.

By addressing auditory, language, and visual processing, we assist students in:

  • Improving sight word recognition
  • Increasing speed of decoding (which affects reading fluency and comprehension)
  • Remediating writing and spelling difficulties
  • Developing critical reading comprehension strategies
  • Learning how to brainstorm, formulate, and develop ideas on paper

Our reading instruction component is an excellent complement to our Fast ForWord Language, Reading, Reading Assistant, and Literacy Series. At SPS, we know that a student must possess solid auditory processing as well as visual processing skills to become a competent reader and achieve academic success.

FAST FORWORD READING PROGRAMS

Reading is a demanding acitivity which calls for many specific activities to take place simultaneously in the brain. Fast ForWord Reading programs not only increase this processing and efficiency, but also build critical reading skills through principles of neuroscience and brain plasticity.

Once students have developed good sound awareness skills (through Fast ForWord for Auditory Processing), research strongly supports concurrent training of other reading skills as the next steps towards reading fluency. Our Fast ForWord Reading Programming concurrently trains five critical reading skills that reinforce the student’s overall comprehension of material while focusing on one or more specific skill sets.

Fast ForWord Reading Readiness is designed for early literacy development and builds pre-reading skills with a focus on letter recognition and naming, phonological awareness, and letter-sound associations.

Fast ForWord Reading 1-5 specifically focuses on the critical reading skills listed below, preparing the child to make the critical transition from learning to read to reading to learn. This changeover requires students to be fluent and automatic readers by the end of 3rd grade so they are prepared to read and comprehend complex narrative and expository texts in such content areas as history and science. Just as good nutrition nessitates many different types of food at each mean, accomplished reading and the appreication of literature requires the student to simultaneously be proficient in all areas that bridge the gap between potential and performance.

  • Word recognition (sight words)
  • Word analysis (e.g., knowledge of word origins)
  • Phonics, spelling, decoding, and fluency
  • Systematic learning of vocabulay, syntax, and grammar
  • Morphological properties and complexity
  • Structure of written language
  • Sentence comprehension and complex sentence construction
  • Rules for passage comprehension
  • Punctuation rules to improve comprehension
  • Passage construction and organization

Fast ForWord Reading Programming is designed for children at all stages of reading development:

  • Children who are in the first stages of developing reading skills
  • Students who need structured practice to build reading fluency and comprehension
  • Students who need remediation in decoding, spelling, and/or reading comprehension skills
  • College students or adults who need to strengthen critical reading comprehension skills
  • Students who aren’t meeting grade-level reading requirements
  • Students who want to get a head start

How Do Fast ForWord Reading Programs

Develop Critical Reading Skills?

Cognitive Processing for Reading

Builds memory by having students hold words and sentences in working memory while completing or reorganizing sentences and paragraphs.

Improves attention by allowing students to selectively focus on critical information while sustaining attention across longer text passages and question sets.

Develops processing by enhancing fluency in extracting and integrating meaning from longer text passages.

Develops sequencing by enabling the recognition of causal and temporal event sequences in text passages

Vocabulary

Direct training of definitions and categorization
Comparisons of word meaning
Active use of newly learned vocabulary words
Rules and category interrelationships

Trains the ability to categorize words based on semantic,
syntactic, phonological, and morphological properties.

Sentence Comprehension

Trains to attend to syntactic structure of a sentence ranging from simple to complex—introducing
longer sentences that encourage student to extend working memory abilities.

Uses reversible nouns that force students to use text-driven logic to comprehend each sentence—forcing to pay close attention to syntax and also helps work on automatic word identification.

Paragraph Comprehension

Trains to extract main point from passage, make causal connections that are important for comprehending links between ideas and comprehending
of longer passages as well as for remembering text.

Comprehension is also  trained through making plausible inferences, development of working memory abilities, and building vocabulary and automatic word recognition.

Students also learn critical reading strategies by manipulating a variety of organizational
strategies by constructing and sequencing sentences, paragraphs,
and constructing diagrams and graphic organizers.

Morphology

Trains to attend to syntactic structure of a sentence ranging from simple to complex—introducing longer sentences that encourage student to extend working memory abilities.

Uses reversible nouns that force students to use text-driven logic to comprehend each sentence—forcing to pay close attention to syntax and also helps work on automatic word identification.

Spelling & Decoding

Sound-symbol correspondence and spelling patterns are systematically taught to increase
automatic word recognition, decoding, and passage comprehension.

READING ASSISTANT

1st-12th Grade guided oral reading practice using speech recognition software to improve

reading skills such as fluency, vocabulary, and comprehension

Fluency

Reading Assistant uses state-of-the-art voice recognition software to serve as a non-judgemental reading coach for every student. This software allows students to record as they read aloud, gives live feedback on pronunciation and fluency.  When a word is mispronounced the software provides immediate pronunciation practice. Fluency is measured by the number of corretly pronounced words per minute and goals are set for each individual student.

Students read from a comprehensive library with reading material that is adapted for their level, and increases in complexity as the students fluency and comprehension improve.

Vocabulary and Comprehension

Students are guided through questions that teach the use of context clues to determine word meaning. Students have easy access to a glossary just by clicking an unknown word- where they are then give the definition, examples, and a picture to strengthen understanding.

Comprehension and quiz questions lead students to use skilled reading strategies. There is a skill or a strategy and a level of thinking assigned to each question. Students learn to:

  • Use Prior Knowledge
  • Identify a Reading Purpose and Plan
  • Inference and Predict
  • Connect Prior Knowledge
  • Visualize
  • Monitor and Clarify Understanding
  • Retell and Summarize
  • Ask Questions

MATHLETICS

Math Competency Depends On:

Understanding numbers
Visual-spatial skills
Language skills
Concentration
Working memory

Memory difficulties particularly are apparent when a student lacks a solid conceptual understanding of the process they are attempting. For example, if a student understands the process
of long multiplication, he is far less dependent on remembering the steps
in the process and the task is much easier. 

Students with Dyscalculia may suffer a double deficit in that not only do they have a fragile grasp of the concepts which underlie the process they are attempting to complete, but also have
poor working memory for the steps they have been taught and the
number facts needed  to perform mathematical tasks.

At SPS Atlanta, we use the right combination of approaches that are best suited for each individual student. Often we find On Cloud 9 Math is most effective when combined with the
KeyMath3 research-based program and our knowledge of the language of math,
processing speed, and working memory.

Our understanding of Dyscalculia guides our instruction and use of resources and materials to provide additional strategies that stand-along programs do not always include (e.g., subitization, memorizing key number bonds, using known facts to determine unknown facts).

FILLING IN THE GAPS

As Speech-Language Pathologists, we understand the importance of:

  • Presenting material in a meaningful way so that our students enjoy the instructional experience
  • Teaching strategies that reduce the complexity of math
  • Allowing time to practice as we discover which strategies are most effective for the student
    to use what he has learned
  • Discussion, innovation, and creativity so that math is fun! A positive experience influences
    retention which increases the likelihood that learning will be applied in other contexts

We follow a  specified instructional sequence (which aligns with the common core standards) that maximizes opportunities for students to integrate and apply concepts and skills.

ASSESSING THE TOOL BOX

We use the KeyMath3 Diagnostic Assessment (considered to be the “gold standard”  math assessment) to identify any difficulties in the following content areas:

  • Basic Concepts – foundational knowledge
  • Operations – computational skills
  • Applications – apply concepts and use skills to solve problems

When we use an integrated approach designed to address a student’s unique difficulties (e.g., OnCloud9 Math, KeyMath3, and our knowledge of Dyscalculia), we are able to teach a broad spectrum of math concepts and skills, from early experiences with numbers to later experiences such as simplifying fractions and determining probabilities.

Homework Heroes

Tutoring Options: 3 Tiers of Support

Learn More

Homework Heroes

Tutoring Options: 3 Tiers of Support

Learn More

750 Hammond Drive
Building 4, Suite 100
Atlanta, Georgia 30328
404-459-9192
frontoffice@sps-atlanta.com