If you keep up with our blog, you’ll know that last week we discussed International Dyslexia Awareness Month. We answered frequently asked questions like:
- What is dyslexia?
- What causes dyslexia?
- What disabilities commonly co-occur with dyslexia?
- What are the signs of dyslexia?
- What is the prevalence of dyslexia?
- What do I do if I suspect my child is a struggling reader?
- What can Worldwide Speech do to help?*
*Today we’d like to dive deeper into that last question, “What can Worldwide Speech do to help?”
First, if you haven’t already read our blog What can a one-on-one online lesson with a reading specialist do that you can’t get from an app?, please take a look! It’ll give you a little more information on why finding a qualified reading interventionist is crucial for struggling readers.
Speaking of qualified reading interventionists, Worldwide Speech’s own, Amy Greer, has recently become a certified reading specialist.
A little bit about Amy
Amy has been a teacher for 31 years. She received her Bachelor of Science degree in both Elementary and Special Education from Daemen College. She received her Master of Science degree in Special Education from SUNY Geneseo. She is certified to teach both elementary and special education.
Amy has taught a variety of students with varying learning abilities. Her favorite part of teaching is building connections with her students so she can help them become the best learners they can be. She especially loves teaching students individually, enabling every lesson to be specifically designed for each individual student. The rapport between her and her students is one she highly values and believes it is vital to their ability to learn difficult material.
Teaching students remotely over the internet has been an exciting journey for Amy. Being able to connect with students around the world from all different cultures has taken her teaching to new levels. She has loved the challenge of building connections via telecommunication with each student and developing virtual lessons to meet their needs. She especially cherishes the gift of being able to watch a child’s eyes light up on the screen when a new skill is mastered.
Additionally, Amy values input from her student’s parents and educational staff. She feels it is important to keep communication open to everyone involved in each student’s educational journey. She is open to maintaining that vital communication via email and video meetings as requested by anyone on the student’s teams. She is happy to be flexible with lesson times to best meet the schedules of the students she is teaching.
Q&A with Amy
To learn more about Worldwide Speech’s options for reading intervention, we thought it’d be helpful to go straight to the source! Amy has answered some frequently asked questions about our reading intervention services below:
1. What made you decide to become a reading interventionist?
I decided to become a reading interventionist to gain a deeper knowledge of how to help my struggling readers.
2. Give a brief description of the intervention strategy you’ve been trained in
I have been trained in the IMSE Orton/Gillingham approach. It is a multisensory approach to teaching reading. The program focuses on repetition and presenting material to be learned in a way that encourages the students to hear it, see it, and experience it through a system of finger taps, arm taps, visual cues, and writing letters, words, and sentences in multiple media settings. This program also focuses on understanding the sounds and the meanings of words.
3. Who is a good candidate for reading intervention?
“While this program targets instruction for children with dyslexia, the beauty of the IMSE program is that any student can and will benefit from exposure to it.
It is believed that 1 in 5 students struggle with dyslexia. The symptoms of dyslexia can range from very mild to quite debilitating. Any student who demonstrates weak phonemic awareness, is a slow reader, struggles with letter formation, has trouble following written directions, or appears disorganized are just a few examples of students who would benefit from reading intervention.”
4. What does a reading intervention session look like?
“To achieve automaticity for an average reader, it takes roughly 15 exposures to the concept. For a struggling reader, it can take 40 or more exposures of the same concept to achieve automaticity. Therefore, it is recommended that a student receive a minimum of 3 sessions per week for 30-45 minutes each session.”
5. Any additional information you’d like to share?
“Children who struggle with reading can achieve success in reading. It is important to provide a systematic direct approach to help remediate the struggles. Our goal is to facilitate our young readers in becoming confident readers despite any learning differences they may have.”
If you have any additional questions, feel free to reach out via email or schedule a free 20-minute consultation via our website.
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