Success for Struggling Readers
The Slingerland® Approach is designed to support students in a classroom-based setting, including and especially those who struggle with reading. Only 5% of American children learn to read without effort. Another 20% to 30% learn to read with relative ease once exposed to formal instruction. That leaves 60% for whom learning to read is a major challenge.*
Many of those who struggle to read may be diagnosed with some form of language-based learning difference, such as:
Oral and Written Language Learning Disability (OWL LD)
Specific Language Impairment
Students with language-based learning differences often struggle with language acquisition, oral language, incorrect word usage, spelling, grammar, or reading comprehension.
Effective multisensory (multimodal) structured language instruction using the Slingerland® Approach can greatly and positively impact an individual’s ability to read and learn, especially with early intervention. Language depends on intersensory functioning. The object of multisensory (multimodal) instruction is to promote simultaneous auditory-visual-kinesthetic (motor associations), regardless of which modality carries the initial stimulus.
Learn more about dyslexia through factsheets from the International Dyslexia Association (IDA).
Lyon, G. R. (1998). Report on Overview of Reading and Literacy Initiatives. Testimony given to the Committee on Labor and Human Resources in the United States House of Representatives, April 28, 1998.
My son felt confident for the first time because he understood what was being taught.
Absolutely transformational! Honestly, I had low expectations - the results are blowing me away!