The pathway is structured as a progressive training model, where each phase builds on the last through continued coursework, supervised implementation, reflection, and refinement in practice.
While professional roles and long-term goals vary, trainees move through the same structured, credentialed training process grounded in guided practice, mentorship, and ongoing professional growth.
Submit an application and meet with MLTI to discuss goals and expectations.
Required entry point emphasizing foundations, lesson structure and readiness for supervised application.
Coursework paired with one-to-one supervised clinical practice.
Deeper clinical work supporting students with varied learning profiles.
Progress toward eligibility for ALTA credentials Therapy-Level-CALT (2 years)
A defining feature of the MLTI pathway is the supervised clinical practicum.Each trainee is paired with a credentialed clinical supervisor from the MLTI instructional team who actively works within the field of dyslexia and academic language therapy. Throughout the pathway, trainees engage with the Sounds In Syllables curriculum and instructional approach through coursework, supervised practicum, and clinical application with students. The instructional approach is grounded in structured literacy, multisensory language education, and current reading research related to dyslexia intervention and language-based literacy instruction. Through ongoing observation, feedback, and individualized guidance, trainees refine increasingly responsive and consistent instructional practice across varied learner profiles.
MLTI trainees move through the pathway as part of a cohort model designed to support shared professional learning, accountability, discussion, and connection throughout the training experience.
MLTI’s coursework pathway spans two academic years and begins with a 10-day summer intensive. From there, trainees move through Year 1 and Year 2 coursework, each running fall and spring semesters and meeting a total of nine Saturdays a year, alongside ongoing supervised clinical practice.
Trainees who complete the Year 1 coursework and practical requirements are eligible to pursue the practitioner-level CALP credentialing pathway. Year 2 builds into more advanced therapy-level coursework and continued supervised clinical practice toward the requirements for CALT certification.
We’re happy to walk through timing, pacing, and what a typical week of training and practicum looks like as part of the admissions conversation.
Yes. MLTIs’ coursework is delivered live online via Zoom, including the 10-day Summer Intensive and synchronous, cohort-based Year 1 and Year 2 classes held on schedule dates throughout the fall and spring semesters. This online format allows trainees to participate from wherever they live while completing supervised clinical practice with students in their own communities.
Alongside coursework, each trainee is paired with a credentialed MLTI clinical supervisor who provides ongoing, individualized feedback and guidance throughout the supervised practicum. Trainees work directly with students in their own communities, while supervisors review their clinical work and help them interpret student response, refine instruction, and develop increasingly independent clinical judgment.
No. Trainees enter MLTI from a range of professional backgrounds, including classroom education, reading and literacy intervention, special education, speech language pathology, and private practice. The training is designed to build the specialized knowledge and clinical skills needed for dyslexia intervention through a structured progression of coursework and supervised practice.
Sounds In Syllables (SIS) is a comprehensive Orton-Gillingham-based dyslexia remediation program and the instructional framework at the center of MLTI’s training. Trainees learn to apply the SIS curriculum and methodology while developing broader knowledge of language structure, literacy development, dyslexia, assessment, and the principles of structured literacy and multisensory language education. Through coursework and supervised clinical practice, trainees learn to use this knowledge diagnostically and prescriptively in their work with students.
Yes. MLTI’s training is grounded in Orton-Gillingham-based instruction, structured literacy, and multisensory language education, delivered through the Sounds In Syllables curriculum and instructional approach. These principles are widely recognized by the field, including the International Dyslexia Association, as an effective instructional approach for students with dyslexia, and this foundation is reflected in MLTI’s IMSLEC accreditation, which specifically accredits programs in multisensory structured language education.
