Reading

Phonemic Awareness is the ability to notice, think about, and work with the individual sounds in words. In kindergarten, phonemic awareness predicts growth in word-reading ability (Torgesen, Wagner, & Rashotte, 1994). Phonemic awareness stands as one of the major components of a comprehensive program of instruction when taught in small groups and in moderate amounts. Children differ in their need for instruction, but phonemic awareness benefits everyone, especially those with little experience detecting and manipulating speech sounds.  

Fluency will be gained as repetition occurs. Therapy should happen 4-5 days a week for 45-60 minutes each day. Each lesson is built on from the previous lesson and spiraled.  Students will gain fluency through auditory, visual, and kinesthetic avenues. The goal is to reach each student the best they learn and introduce new ways so that new connections are made to strengthen reading skills.

Spelling

Students will use phonetic rules to spell. They will also be exposed to the history of our language. Each spelling/phonetic rule is introduced in a systematic way that will increase in difficulty over time. Spelling will be strengthened as students recognize the way each phoneme is formed. They will learn that all vowels are open and voiced.

The student will also learn that consonants come from several different formations of the mouth, lips, and teeth. They are either voiced or unvoiced and blocked or partially blocked. Spelling in therapy will translate to the classroom and help students gain confidence with repetition. 

Comprehension

Comprehension activities are options that are done at the closure of each section of a session.  Students will be asked to recall or retell something they just learned.  Comprehension is also frequently checked throughout sessions to reproduce a skill just taught.  Homework is sent home routinely as a comprehension reinforcement so parents/guardians know what students are learning.

Phonics

Phonics is said to be the science of sound.  The method used to teach students to read includes phonetic value of letters, letter groups and syllables.  Consonants, vowels, digraphs, diphthongs, blends, and r-controlled vowels are all phonetics that are addressed in therapy.  Students will learn how to code them, connect them to sound pictures, write them and read them in isolation and phrases.

Writing

Writing starts as drawings and slowly progresses into inventive spelling (understanding that letters represent sounds) and then spelling patterns begin to take focus.  Writing instruction starts immediately in Take Flight using print and cursive.  Letters are written in print first, followed by showing students the cursive over the print.  Writing practice is done through tracing, sky writing, copying, in-session practice, and at-home practice.  In-session practice is done through dictation, echoing, and recall.

Speech

As letter sounds are introduced, students are taught to look in a mirror to see how they’re forming each sound.  Attention is brought to air that is blown, placement of the tongue, where the teeth are, and when vocal chords are activated.  Students who learn kinesthetically have an advantage by feeling their vocal chords and facial movements.  Students who learn visually benefit by seeing how they form each sound by looking in a mirror.  Students who learn auditorally will easily echo what the therapist says and make connections using the sounds made by their lips, tongue, teeth and nose.