SMALL GROUP READING INSTRUCTION
Literacy Without Limits offers Tier 2 and Tier 3 small group reading instruction. Currently, there are 2 options available:
Option 1: For Students in Kindergarten and First Grade
The curriculum focuses on the 5 elements of effective reading instruction: phonemic awareness, explicit instruction in letter-sound relationships, decoding, comprehension, and fluency.
Option 2: For Students in Second Grade and Above
Based on the students' unique reading profiles and assessment data, Literacy Without Limits will select the appropriate reading intervention program. All programs incorporate the 5 elements of effective reading instruction: phonemic awareness, explicit instruction in letter-sound relationships, decoding, comprehension, and fluency.
Currently, small group reading instruction is offered on a contractual basis to schools in the D.C. area during the academic year and summer.
Academic therapy is a Tier 3 reading intervention for children with moderate to severe dyslexia/reading disabilities. Academic therapy rebuilds a child's foundation in reading and spelling. We use Sounds in Syllables, an Orton-Gillingham based, multisensory curriculum. Children receive instruction in:
phonemic awareness - the ability to hear and manipulate sounds
the letter-sound relationship - the sounds that letters make
decoding - applying knowledge of letter-sound relationships to print
comprehension - understanding what is read
fluency - reading accurately and with expression
spelling - applying knowledge of letter-sound relationships to spell words
Sessions take place 3-4 times a week for 50 minutes. Academic therapy requires a long-term commitment.
Are you a school leader concerned about literacy instruction at your school? Are your students not meeting literacy benchmarks? Do you want to equip your teachers with the knowledge they need to teach reading? Literacy Without Limits:
provides professional development on literacy-related topics
reviews current literacy curricula and make recommendations
mentors special education and reading intervention teachers through observation and feedback