Connect Literacy and Learning Centre prides itself on offering an explicit, cumulative, sequential, repetitive and multisensory approach to literacy intervention, embedded in a nurturing and fun learning environment. Read more about our approach below.
Before commencing therapy at the Centre, a detailed assessment of each child’s literacy skills is conducted. Completing an assessment ensures the intervention is tailored to meet the needs of each child.
Specialised Approach to Literacy Intervention
Recent research highlights the importance of providing multisensory, systematic and explicit instruction in literacy. With this in mind, Narelle and Karen have combined their areas of expertise to create a multisensory approach to intervention, which is evidence-based and flexible to meet each child’s needs. This ‘phonic approach’ is based on a linguistic model and incorporates the key elements of effective, evidence-based instruction including:
- Phonemic Awareness
The Centre’s multisensory approach also focuses on developing each child’s ability to visualise sequences of letters. This is a necessary skill to facilitate recall of high frequency words.
Intervention is delivered in a one-to-one format with a specialist teacher or therapist at the Centre. Parents are encouraged to participate in these sessions so they can support their child’s literacy development at home. Ongoing assessment is also carried out to ensure intervention continues to meet each child’s needs.
What is Multisensory, Systematic and Explicit Instruction?
Multisensory Learning (MSL)
Multisensory learning (MSL) is all about engaging a child’s visual (seeing), auditory (hearing), kinesthetic (motion) and tactile (touch) senses. Multisensory learning provides children with the best opportunity to understand new information and cement it in their long term memory.
Each session follows a carefully planned sequence with each new piece of knowledge building on previously learned skills. The sequence is presented in a logical format starting from simple real and non-words and moving towards complex and multisyllabic words. This type of instruction ensures nothing is left to chance and all sounds are taught in a deliberate progression, from simple to more complex.
A new concept is taught explicitly through modelling (showing the child what to do and how to do it) and guided practise. Immediate feedback is provided as well as ample opportunity to practise the new skill until mastery is achieved.
Narelle and Karen specialise in teaching children with specific impairment in reading (formally known as dyslexia) and specific impairment in spelling as well as children presenting with a range of other learning differences.