Dyslexia Therapy Program
St. Cyprian’s Dyslexia Therapy Program is an alphabetic phonics based program using Basic Language Skills lessons that are designed to provide students with individualized, one-on-one therapy for 45 minutes every day with a Dyslexia Specialist or a Dyslexia Specialist in training. This multisensory language program contains direct instruction that is systematic and cumulative while integrating the teaching of reading, spelling, and handwriting. The content of instruction includes phonological awareness, alphabet (sound-symbol) knowledge, oral language development, comprehension strategies, scientific spelling, decoding, fluency, and writing strategies.
Our program monitors the progress of our students with dyslexia
Mastery checks are administered strategically and periodically throughout the program and are designed to aid the therapist in planning individualized and prescriptive lesson plans. Each student in our program has an individualized accommodation plan that is closely monitored and followed by therapists and teachers. Parent conferences are held twice a year to discuss student’s progress and accommodation plans/ IEP’s to make any necessary adjustments. Progress reports also are written each six weeks by each student’s therapist to inform parents of the student’s progress.
If a current student is showing signs of dyslexia, parents or teachers may request a preliminary screening, which is administered by the Lead Therapist. The Lead Therapist will then determine if further testing should be recommended.
Certified Academic Language Therapist Susie Shands offers testing on campus. Testing of students who are not enrolled at St. Cyprian’s is available for an additional fee. For more information contact Diana Roche, Lead Therapist at (936) 632-1720 or firstname.lastname@example.org.
Common Signs of Dyslexia
Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity. Students may have or exhibit some of the following characteristics:
Preschool: Talks later than most children; difficulty with rhyming; difficulty pronouncing words; poor auditory memory for nursery rhymes and chants; slow to add new vocabulary words; unable to recall the right word; trouble learning the letter names, days of the week, colors, shapes, and how to spell and write his or her name
Kindergarten-3rd grade: Fails to understand that words come apart and words are broken down still further into sounds; has difficulty learning the letter names and corresponding sounds; difficulty decoding single words and lacks a strategy; has difficulty spelling phonetically; lacks reading fluency; relies on context to recognize a word
4th grade through high school: Has a history of reading and spelling difficulties; avoids reading aloud; reads most materials slowly; oral reading is labored or not fluent; avoids reading for pleasure; may have an inadequate vocabulary; has difficulty spelling and may resort to using less complicated words in writing that are easier to spell.