Systematic and explicit instruction to develop phonemic and articulatory awareness as a basis for phonological processing and word decoding/encoding skills. This component is developed with the Visualizing and Verbalizing ® program. Systematic and explicit instruction to develop concept imagery as a basis for recall, comprehension, vocabulary, and higher-order thinking. This component is developed with the Seeing Stars ® program.Ĭomprehension and Vocabulary. Systematic and explicit instruction to develop symbol imagery as a foundation for fluent reading and spelling skills. Phonological and Orthographic processing. Teachers may be trained in one or more components depending on student intervention needs. There are three multisensory components, all of which include a structured literacy approach in developing the component parts of reading as outlined by the National Reading Panel: Phonemic awareness, Phonics, Fluency, Vocabulary, and Comprehension. For in-person instruction, direct instruction is typically provided using print manipulatives and readers, but digital materials may still be used to facilitate group engagement with the materials. Materials are accessed with a teacher subscription to a Learning Management System (LMS) and shared online with students during a Zoom or similar online platform. Digital resources include (1) Consonant/Vowel Cards, (2) Mouth Pictures, (3) Simple to Complex to Multisyllable Cards, (3) Affixes, and (4) Leveled Readers, K-8. Students may receive one-to-one or small-group instruction (2-5) based on similar learning profiles and needs.ĭigital materials are available for online, synchronous instruction. Instruction is also highly effective for English learners to develop foundational reading skills. Intensive intervention benefits students in Tier 2 and 3 instruction who have multiple-year gaps in reading skill, students on IEPs, and students with disabilities such as dyslexia and autism. Lindamood-Bell intervention helps struggling readers who are falling behind in phonological awareness, orthographic processing, and/or reading comprehension skills. LCOC may be available for school districts near our learning center location s, pending staffing and scheduling availability. In this model, interventionists are Lindamood-Bell clinicians who provide instruction directly to students. Districts can also contract directly with Lindamood-Bell to establish a Learning Center on Campus (LCOC) for in-person or online (synchronous) lessons. The interventions are effectively provided in person, or when necessary, online during synchronous lessons. They should be available to provide targeted intervention during school, after school, during summer ESY programs, or a combination of all. Instructors should have strong phonemic awareness, orthographic spelling, and comprehension skills. Instructors are certificated teachers and paraprofessionals and typically current school/district staff.
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