SPEECH to PRINT INSTRUCTION
Reading intervention for kids struggling to read must include structured instruction which is explicit, systematic, diagnostic, and prescriptive. ​
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Speech to print instruction starts with the sounds that make up words and links them to the letters and letter combinations used to read and write them. All words are taught explicitly using this sounds first approach including high frequency words.
Cognitive load (brain power) is reduced which is especially important for a dyslexia tutoring approach. There are no rules - and their exceptions - to learn because students are taught that the same letter can represent different sounds (cat, about, was, salt, father, message) and the same sound can be spelled different ways (stair, paper, clay, they, great, weigh).
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The Speech to Print approach integrates the five essential components of reading skills: phonemic awareness, phonics, fluency, vocabulary, and comprehension along with handwriting, spelling, and writing mechanics.
Interleaving, or learning multiple related skills together rather than focusing on one at a time, and spaced practice eliminate the expectation of mastery before introducing a new skill.
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Most students read decodable texts for a limited time, if at all, with the goal of reading authentic texts so they are exposed to multi-syllable words as soon as possible.​​​​​​​​​​​​​​​​
When put together, these components of Speech to Print instruction allow struggling readers to experience faster results and start to self teach as newly learned skills are applied in their daily learning.​​​​​​​
If your child is reading below grade level and you want tutoring that is effective and efficient, minimizing brain overload while accelerating progress, schedule a FREE consultation call and let's get started.
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