What is Dyslexia?
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 growth of vocabulary and background knowledge.
What is MTA (Multisensory Teaching Approach)?
Multisensory Teaching Approach is a program for the remediation of Dyslexia and other reading disabilities. It follows research begun at Texas Scottish Rite Hospital in 1965 by Aylett R. Cox and Dr. Lucius Waites as they developed the Alphabetic Phonics program. This program is a multisensory approach to teaching reading that combines Visual, Auditory and Kinesthetic (or muscle) instruction. Titled Alphabetic Phonics because it is based on the alphabet symbol system, it teaches the science of the written language and addresses reading, handwriting, and spelling.
Margaret Taylor Smith developed Multisensory Teaching Approach (MTA) in the mid 80's as a refined and more “teacher friendly” curriculum that enhances and further develops Alphabetic Phonics by teaching for mastery.
The research of a four year study (Reynolds, V., Vickery, K., and Cochran, S., Annals of Dyslexia, 1987) showed highly significant gains for all remedial students while students in regular classrooms also showed gains.
The MTA curriculum meets all state requirements as an exemplary choice for the remediation of dyslexia. In fact, the descriptors for remediation were based on this curriculum.
Lessons include phonological awareness, verbal expression, alphabet/dictionary skills, reading, reading comprehension, reading fluency, cursive handwriting, and spelling.
What is SIPPS?
SIPPS offers a systematic approach to decoding that supports students in grades K–12 in developing reading fluency and comprehension. For students who struggle with decoding, SIPPS can be used to accelerate students to grade level quickly. Each SIPPS level corresponds to one level in a developmental progression: simple alphabetic, spelling pattern, and polysyllabic/morphemic phases. Daily SIPPS lessons and reading practice in appropriate texts engage students in their own reading processes.
K-5 Dyslexia & Reading Interventionist
Jack C. Binion Elementary-104
*Schedule could change at anytime due to student needs
7:30-8:15 Cafeteria Duty
8:20-9:05 3rd Grade MTA
9:05-9:50 4th Grade MTA
9:50-10:35 4th Grade MTA
10:45-11:15 5th Grade SIPPS
12:10-12:55 2nd Grade MTA
12:55-1:40 MTA 2/3 Grade
2:20-3:05 First Grade MTA