Mary Kathryn Keith
B.A. Education
248-351-9854
Southfield, MI

Specializing in Dyslexia

One-on-One Instruction

Certified
Orton-Gillingham
Practitioner
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Some Common Characteristics

- Reading Difficulties:
  - Trouble learning letter names
  - Trouble learning sounds of letters
  - Trouble separating words into sounds
  - Slow and/or inaccurate reading
  - Poor reading comprehension

- Oral Language Difficulties:
  - Delayed spoken language
  - Misinterpreting spoken language
  - Poor awareness of individual sounds within words
  - Inability to hear or make rhymes
  - Disorganized thoughts

- Writing Difficulities:
  - Poor organization of ideas
  - Poor spelling
  - Poor letter formation and spatial organization

WHAT IS DYSLEXIA ?

“Dys” is the root for trouble and “lex” is the root for word so, simply put, dyslexia means trouble with words. The trouble may be with just one area of language (reading, writing, spelling, oral expression . . .) or with several areas.

School personnel often use the term “specific learning disability” rather than “dyslexia.” Either term refers to a problem that affects specific aspects of language, mostly reading and spelling. It is the result of structural differences in the brain and is not related to a person's intelligence --- many very intelligent and creative people have this condition (Einstein being one of the more famous examples).

Dyslexia is a life-long condition and ranges from very mild to very severe. It is important to know that the negative effects can be greatly reduced with timely and proper intervention. The sooner intervention begins the better, but it is never too late to start.

The International Dyslexia Association and the National Institutes of Health define dyslexia as following:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

 

Orton-Gillingham

Orton-Gillingham is a method of teaching reading. The lessons are:

- multi-sensory – sight, sound, touch, muscle movement
- structured – step-by-step direct teaching
- sequential – each concept is mastered before moving to next concept
- phonetic – lessons focus on the sound structure of language

Reading concepts are entered into long-term memory using multiple sensory stimuli and systematic repetition.

It is most effective in a one-on-one setting so that learning can take place at the student’s own pace.

The goal is to go as quickly as possible, but as slowly as necessary.