The core curriculum is Sounds In Syllables, Multisensory Structured Language Therapy, a research based program used successfully for over three decades in public and private schools and in clinics.
Our trainees become specialists in teaching the structure of the written English language and in utilizing intensive multisensory therapy techniques designed for students with a reading and/or spelling disability. Primary emphasis is on those individuals who often seem “intervention resistant.” (See Frequently Asked Questions for more information.)
The dyslexia therapist training course incorporates academic instruction, clinical training, and supervised practicum in these areas:
- Theories, history, characteristics of specific developmental dyslexia, and appropriate models of instruction.
- A structured, multisensory, process-oriented approach to teach reading which integrates the motor skills needed to develop
- Phonemic awareness
- Word attack skills
- Accuracy and fluency
- Linguistic and morphologic pattern awareness, and
- Listening and reading comprehension skills.
- A structured, multisensory, process-oriented approach to teaching spelling which integrates the motor skills needed for written spelling, and emphasizes
- Phonologic/phonemic awareness
- Basic and advanced sound/symbol relationships, and
- Rules and generalizations for spelling basewords and derivatives.
- Remediation of handwriting difficulties.
- The administration of standardized/normed tests and curriculum-based tests that measure an individual’s reading, spelling, and writing levels.
- Research pertaining to dyslexia and related language learning disorders.
Since [my MLTI-NM training] there have been numerous emails, phone calls, staff members, friends who know a friend who have a son or daughter with dyslexia who have reached out to me inquiring about therapy, information, or where to begin looking for support. I continue to hear from past students and parents who share that dyslexia therapy and their work through the Sounds In Syllables curriculum have changed their lives. I have one particular student whose mother says her son often comes home and tells her that he has spotted another student in his class who needs to see “Miss Trish” and complete the SIS curriculum.
T. Aragon, Class of 2013