Orton-Gillingham is a highly structured approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time. It was the first approach to use explicit, direct, sequential, systematic, multi-sensory instruction to teach reading, which is not only effective for all students but essential for teaching students with dyslexia. (Quoted from the Institute for Multi-Sensory Education)
Explicit handwriting instruction using outcomes-based Handwriting Without Tears materials complements and enhances reading instruction and brain mapping the relationship between sounds and letters. See resources section for more detail.
Through greater understanding and self awareness about how ADHD impacts a students' academic performance, they can learn important skills to empower and propel them towards goal attainment and independence.
Informal Assessments are built into the Empowering Potential service model. Using informal assessments we can identify coding skills, fluency rates, reading comprehension and handwriting skills. They provide valuable data to allow for prescriptive and diagnostic lesson planning, tracking progress and provide powerful insight for parents who are concerned about their child's reading, spelling and/or handwriting ability. This does not replace formal psych-educational testing.
Empowering parents with knowledge and support is a critical part of the equation when setting families up for success. Providing parental support is built into the Empowering Potential service model. However, if a parent is seeking a deeper understanding their child’s learning profile and how a specific or highly suspected diagnosis may present at home in day-to-day living private 1:1 Parent Education sessions are offered.
Websites, Articles and Books
ADHD is Awesome: A Guide To (Mostly) Thriving With ADHD https://a.co/d/9dI0SXk
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