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From the International Dyslexia Association:

For Parents

A child’s success at reading is the basis for achieving success in other study areas. Someone who struggles with reading may have dyslexia or other learning difficulties. One of the challenges parents and caregivers face is that the school system is often not adequately prepared to teach such children at a remedial level. Many schools do not provide the necesary teacher training required to address the needs of a child’s reading deficiencies. During the first grade and even later, remedial reading classes do not typically exist at schools. This leaves parents and caregivers searching for alternatives that they can trust and that will teach a child the basics of reading. By using the Language Tune-Up Kit Family versions, you can help your child aquire the skills to become a proficient reader. This training can be delivered in the comfort of your own home. You can monitor your child’s progress while they use the program. As a result, you will see a marked increase in his or her skills which can also lead to an increase in self-esteem as reading skills are developed with each lesson. Your child will become a successful reader. Equally important is that he or she will no longer be frustrated and will have a more positive outlook toward further learning.

For Teachers

Teachers are challenged to provide remedial reading instruction to students with different grade levels and basic reading skills proficiency level. Teachers who are trained in the Orgon-Gillingham method already knows the challenge to teach remedial reading to students in a single classroom environment.

Teachers who have not yet trained in the Orton-Gillingham method will find it more challenging than with the teachers who are trained with the method. The good news is that by using the Language Tune-Up Kit For Schools, teachers can address each student’s unique needs and learning styles. The LTK Management System allows teachers to determine areas of weakness and to provide specific intervention on the skills students are having the most difficulty with.

Teachers will know each student’s unique needs that should be met. As each student learns at their own pace, teachers can deliver tailored assistance on an exception basis to address their specific needs. Teachers can confidently discuss student progress with parents and administration. Your IEPs will have “teeth” that all parties can agree to. Reports will provide documented evidence of student progress.

For Students

Students who face the world with learning disabilities, such as dyslexia, typically have above average IQ levels which make them develop “coping strategies” such as recognizing the shape of words and memorize them. Often, the best they can achieve is a fourth or fifth-grade reading level and then they are lost. Most students, however, face a greater struggle wherein they are unable to decode and “sound out” even the most basic and common words. Reading requires work and as a result, their confidence and self-esteem are low. They begin to “act out” in class and show behavioral problems.

A typical reading-deficient student has at least one of the following characteristics:

  • Is a child age 6 or older who is having difficulty or has not learned to read by grade 2.
  • Is an adult or teenager whose reading skills have never developed or are at an elementary reading level and has the desire to acquire reading and spelling skills.
  • Is learning disabled or dyslexic.
  • Is an employee that needs to know how to read to survive in the workplace.
  • Is seeking remedial help for English as a second language (ESL).

The Language Tune-Up Kit Curriculum:

Our original goal was to develop a program for students with developmental reading disorders, also known as dyslexia. We want to target the reading and spelling level rather than the age or grade level of the student. The program is not limited to students with diagnosed learning difficulties but also for all individuals who are learning English as a second language and for those who need a multi-sensory phonics approach in order to learn to read and spell. Students who complete all 87 lessons will be able to read at an eighth-to-ninth grade level.

From the International Dyslexia Association:

For Parents

A child's success at reading is the basis for achieving success in other study areas. Someone who struggles with reading may have dyslexia or other learning difficulties. One of the challenges parents and caregivers face is that the school system is often not adequately prepared to teach such children at a remedial level. Many schools do not provide the necesary teacher training required to address the needs of a child's reading deficiencies. During the first grade and even later, remedial reading classes do not typically exist at schools. This leaves parents and caregivers searching for alternatives that they can trust and that will teach a child the basics of reading. By using the Language Tune-Up Kit Family versions, you can help your child aquire the skills to become a proficient reader. This training can be delivered in the comfort of your own home. You can monitor your child's progress while they use the program. As a result, you will see a marked increase in his or her skills which can also lead to an increase in self-esteem as reading skills are developed with each lesson. Your child will become a successful reader. Equally important is that he or she will no longer be frustrated and will have a more positive outlook toward further learning.

For Teachers

Teachers are challenged to provide remedial reading instruction to students with different grade levels and basic reading skills proficiency level. Teachers who are trained in the Orgon-Gillingham method already knows the challenge to teach remedial reading to students in a single classroom environment. Teachers who have not yet trained in the Orton-Gillingham method will find it more challenging than with the teachers who are trained with the method. The good news is that by using the Language Tune-Up Kit For Schools, teachers can address each student's unique needs and learning styles. The LTK Management System allows teachers to determine areas of weakness and to provide specific intervention on the skills students are having the most difficulty with.

Teachers will know each student's unique needs that should be met. As each student learns at their own pace, teachers can deliver tailored assistance on an exception basis to address their specific needs. Teachers can confidently discuss student progress with parents and administration. Your IEPs will have "teeth" that all parties can agree to. Reports will provide documented evidence of student progress.

For Students

Students who face the world with learning disabilities, such as dyslexia, typically have above average IQ levels which make them develop "coping strategies" such as recognizing the shape of words and memorize them. Often, the best they can achieve is a fourth or fifth-grade reading level and then they are lost. Most students, however, face a greater struggle wherein they are unable to decode and "sound out" even the most basic and common words. Reading requires work and as a result, their confidence and self-esteem are low. They begin to "act out" in class and show behavioral problems.

A typical reading-deficient student has at least one of the following characteristics:

  • Is a child age 6 or older who is having difficulty or has not learned to read by grade 2.
  • Is an adult or teenager whose reading skills have never developed or are at an elementary reading level and has the desire to acquire reading and spelling skills.
  • Is learning disabled or dyslexic.
  • Is an employee that needs to know how to read to survive in the workplace.
  • Is seeking remedial help for English as a second language (ESL).

The Language Tune-Up Kit Curriculum:

Our original goal was to develop a program for students with developmental reading disorders, also known as dyslexia. We want to target the reading and spelling level rather than the age or grade level of the student. The program is not limited to students with diagnosed learning difficulties but also for all individuals who are learning English as a second language and for those who need a multi-sensory phonics approach in order to learn to read and spell. Students who complete all 87 lessons will be able to read at an eighth-to-ninth grade level.