Resources for Parents and Teachers
This page has been developed to provide a number of resources to parents, family members, and educators. We do not recommend one resource over the other in terms of quality. We are always open to recommendations on other resources that families have found helpful.
Books --- There are dozens of quality text about dyslexia available on the market. Below is a link for a list of resources that we have found.
Well-Known Orton-Gillingham based Systems
These are the most well-known Orton-Gillingham based systems.
Barton Reading & Spelling System
Designed for one-on-one tutoring of children, teenagers and adults by parents, volunteer tutors, reading or resource specialists or their aides, and professional tutors. The Barton System is the easiest one to learn because all of the tutor training comes on DVD, along with fully scripted lesson plans and free unlimited support.
Published by Bright Solutions for Dyslexia in California.
The pure, unchanged, original method. Taught by Eileen Faggiano,
Orton Gillingham Associates, in Massachussetts. 781-934-5548
Designed for classroom settings of young children in the first, second, and third grades.
Slingerland Institute is in Washington. www.slingerland.org 425-453-1190
MTA (Multi-sensory Teaching Approach)
Edmar Educational Services in Texas. www.mtsedmar.com 972-552-1090
Alphabetic Phonics (new version is called Take Flight)
Texas Scottish Rite Hospital for Children in Texas. 214-559-7800
Wilson Reading System
Wilson Language Training Corporation Massachussetts. www.wilsonlanguage.com 800-899-8454
Sopris West, which was acquired by Cambium Learning Group. www.soprislearning.com 800-547-6747
by Enfield and Greene Published by The Language Circle in Minnesota. www.projectread.com 612-884-4880
Recipe for Reading
Published by Educators Publishing Service (EPS) www.eps.schoolspecialty.com 516-242-8943
Preventing Academic Failure (PAF)
Published by Educators Publishing Service (EPS) www.pafprogram.com 845-279-8810
Ideas for Accommodations/Modification
These are some accommodations/modifications that might be used in your child’s classroom. Your child’s teacher should be able to tell you which ones are most appropriate for your child’s needs.
-Present small amounts of new information at one time
-Relate new information to previously taught, related information
-Use multisensory techniques; demonstrate; use visual clues
-Follow a practice hierarchy; teacher models, demonstrates; teacher guides practice with the group; teacher guides practice with partners; teacher guides practice with individuals; then independent practice.
-Reduce paper/pencil tasks
-Avoid penalizing for spelling errors, reversals, etc.
-Do not require student to read aloud
-Omit assignments requiring copying in a timed situation
-Allow student to copy from a book or paper rather than the board
-Post visual reminders and/or examples
-Allow student more time to think
-Encourage student to ask questions
-Evaluate oral performance more than written
-Give directions in small steps, one at a time.
-Read written directions to students, then model/demonstrate
-Accompany oral directions with visual clues
-Ask student to repeat; make sure she/he understands
-Reduce reading assignments
-Assign only independent practice; provide written directions and/or examples
-Accept work dictated by student to a parent/tutor
-Reduce written work assignments
-Allow student to record or type assignments
-Provide textbooks with highlighted text
-Provide study guides; emphasize critical points
-Provide manipulatives, matrix charts
-Allow student to copy notes of a study buddy
-Allow student to use a calculator
-Allow student to tape record lectures and test reviews
-Allow student to use a computer
-Provide peer tutoring
-Teach notebook organization
-Break assignments into small steps
-Help student schedule long-term assignments
-Provide study sheets to organize materials and check review for correct answers
-Vary types of tests: multiple choice, true/false, oral presentation, demonstration, models
-Avoid essay tests; allow short answers
-Read test to student
-Allow student to respond orally
-Provide one-on-one testing
-Avoid timed testing
Compiled by Margaret T. Smith. 1994. Permission to duplicate granted