OCSLHA

Oakland County Speech-Language-Hearing Association

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Oakland Schools
Special Education Professional Development

Continuum of Literacy Interventions for Struggling Readers/LD

 

 

General
Education
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Intensity and Duration of Instructional Needs

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Special Education

Oral Language Phonemic Awareness
Phonics / Decoding
Fluency Comprehension Written Expression
Phonemic Awareness For Young Children (K) Phonemic Awareness For Young Children (K) . . .
Sound Reading for Emergent Readers (K-1st) Sound Reading for Emergent Readers (K-1st) . . .
Sound Reading (2nd and up) Sound Reading (2nd and up)

Rewards (4th-12th)

Sound Reading (2nd and up)
Read Naturally (1st-9th)
Rewards (4th-12th)
Read Naturally (1st-9th)
Rewards (4th-12th)
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Language! (3rd-12th) Language! (3rd-12th)
Orton-Gillingham (1-12
Language! (3rd-12th) Language! (3rd-12th) Language! (3rd-12th)

Note: () denotes approximate grade levels

Phonemic Awareness in Young Children — a program designed to stimulate the development of children’s linguistic/phonemic awareness in a way that cognitively prepares them to read and write. The activities address the following areas: Listening Games, Rhyming, Words & Sentences, Awareness of Syllables, Initial & Final Sounds, Phonemes, Introducing Letters & Spellings. A program assessment component is included.

Sound Reading Solutions — a systematic speech-based approach to developing phonemic and phonological awareness, sound/symbol relations, and fluency of pre-reading and basic reading skills. Designed for emerging and struggling readers of all ages, the programs may be used with a whole class, in small groups, or for individual tutoring. Means-to-an-End Readers and a CD are additional components of the program.

Read Naturally — a program designed to improve a student’s reading fluency. It provides students with repeated graded passage reading opportunities at their instructional level. It utilizes the learning strategies of teacher modeling, repeated reading, and progress monitoring.

Orton-Gillingham — is a language-based success-oriented, direct instruction program. This method instructs students in the three-part drill (visual, auditory, and blending), syllabication patterns for decoding and encoding, advanced spelling techniques, a reciprocal teaching method for reading comprehension, and multisensory techniques for sight words.

Language! — a comprehensive intervention that develops literacy skills sequentially and cumulatively in the areas of reading, composition, reading comprehension, vocabulary, spelling, morphology, and grammar. Specific steps in the daily lessons include: Teaching Phonemic Concepts, Phonemic Awareness Drills, Phoneme-Grapheme Correspondences, Syllabication, Word Recognition/Spelling, Text Reading Comprehension, Writing, English/Language Arts, and Homework. A program assessment component and J & J Readers are included. Numerous supplemental materials are available.

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Literacy Survey

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Literacy Interventions

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Early Identification

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Here's What We Can Do

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SLP Role in Reading and Writing

 

Home ] Table of Contents ] Programs ] Past Programs ] CEU's & ASHA ] Private Therapy ] What's New? ] Ideas that Work ] Employment ] Membership Form ] MSHA News ] Speech Relay Service ] Therapy Tips ] Links ] Contact Us ]

This page last updated on 04/30/08

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