Since 1994, the Department of Education has witnessed a dramatic shift in the increase in the number of children who require a special needs education. Almost half of the students assigned to Special Education are there because they cannot read on grade level. Reading is a complex process, when it is not mastered, students struggle to become independent learners. Special needs students often have learning disabilities, developmental disabilities, attention deficit disorders, or dyslexia. Special Education programs must be customized to address each individual's unique needs.
Students with a reading disability are often in the normal range of intellectual ability. Yet then continually fall behind in reading. These students often feel stupid because they see their peers succeeding in ways that they cannot. They often act out in class or do not participate to take attention away from their reading disability. They frequently become frustrated when required to read or write independently. The impact of a reading disability like dyslexia is different for each person. The central difficulty is with word recognition, reading fluency, spelling, and writing. However, some students mange to learn early reading skills, but they experience more severe problems when addressing more complex language skills like: grammar, understanding textbook material, and writing essays.Today's goal is to intervene before the child falls behind. Response to Intervention (RTI) is gaining popularity as a program model. RTI emphasizes more effective instruction to assist students who experience any learning difficulties and intervene before they are identified as learning disabled. Students with a learning difficulty, especially dyslexia can learn to read and write well. However most people with dyslexia need a multisensory, structured language approach. It is important that dyslexic students to be taught with a systematic and explicit method that involves several senses (hearing, seeing, speaking, touching) at the same time. Many dyslexic students need one-on-one instruction and targeted corrective feedback so that they can progress at their own pace. MindPlay offers educators working with Special Education students, specifically dyslexic students, a scientifically based approach to teach struggling readers. MindPlay offers an individualized three-fold solution which includes: RAPS® 360, My Reading Coach, and FLRT®.MindPlay T.E.A.M.™: RAPS® 360 (Reading Analysis and Prescription System). This diagnostic assessment system to identify specific gaps in a student’s reading skills. It will evaluate why they are not comprehending what is read. It will analyze and diagnose the underlining causes: decoding, vocabulary, eye-function, phonemic awareness, and fluency. It allows teachers to easily develop an Individualized Learning Plan (IEP) for each student. My Reading Coach (MRC) has an embedded speech pathologist and reading teachers to directly and systematically instruct each student. Each coach provides unending patience and support to enable struggling student to fill gaps in: encoding, decoding, grammar, word meaning, and basic reading. It also provides unique feedback for each and every student error enabling Special Education students including students with dyslexia to succeed.MindPlay T.E.A.M.™: FLRT® helps students enjoy reading by dramatically improving their reading rate. This program is designed for students who already have good decoding skills. Students go from 50 - 150 words per minute to over 300 wpm with good reading comprehension. |
|
|
|
|
“Nine English Language Learners were not succeeding in the regular Special Education Resource English class. Their average reading level was 3rd to 4th grade. After just 15 contact hours on My Reading Coach, they gained an average of one grade level in reading. These results convinced me! All my students could improve on My Reading Coach.”
|
|
Gale Cunico, Robertson High School, Las Vegas, New Mexico
|
|
|
|
|
|
|