Aims at getting to the core of students literacy differences
Welcome to Core Reading Solutions, a place devoted to promoting student success in reading and writing using the Orton-Gillingham approach. We are a team of individuals that are committed to best practices, continue our education, and remain up-to-date with current research. We provide consultations, educational record reviews, criterion-referenced assessments, and individualized instruction. Core Reading Solutions designs lessons with the student in mind, and we look forward to working with you.
Core Reading Solutions aims at getting to the core of a student’s literacy differences. We believe that all students can learn with the right instruction. Core Reading is unique because we know that not one program will meet the learning needs of all students. Core Reading uses the Orton-Gillingham approach to reading instruction paired with other resources to aid in a student’s unique learning. We believe in instilling a structured approach to literacy while valuing reading aloud, guided reading, shared reading, and independent reading.
Reading and writing are closely linked. Writing mechanics, grammar, and structure are ongoing within each lesson. Behind every cohesive paragraph lies the construction of an individual sentence. Writing skills are taught from simple to complex processes. Our goal is to provide students the guidance to become proficient and lifelong learners.
Instruction is provided by certified teachers and based on the Orton-Gillingham Methodology. Instruction is a simultaneous, multisensory association of visual, auditory, and kinesthetic modalities. By developing a strong association among these three modalities, multisensory techniques help students strengthen the learning pathways in the brain. Each lesson is developed based on a student’s individual learning style and needs.
Phonological awareness is the basic understanding that spoken language is made up of linguistic units that include identifying and manipulating oral language units-parts such as words, syllables, and onsets and rimes. Difficulty in phonological awareness, particularly of phonemes in words (the foundation of an alphabetic language), makes learning to read a formidable task.
There are approximately forty-four phonemes in English, with some variation dependent on accent and articulation. A phoneme is a speech sound. It’s the smallest unit of sound that distinguishes one word from another. Since sounds cannot be written, we use letters to represent or stand for the sounds.
The English phonemes are represented by the twenty-six letters of the alphabet individually and in a combination called graphemes. A grapheme is the written representation (a letter or cluster of letters) of one sound.
Word structure moves through a sequence of skills, moving from simple to more complex concepts. The word structure design is a step-by-step sequential and structured manner based on the principles and philosophy developed by Samual T. Orton and Barbra Gillingham. Procedures and lessons reflect current research in the development of language and the prerequisite skills for reading success. Word structure teaches the “how-to” of reading and spelling rather than emphasizing words learned from memory. Word structures include but are not limited to; sound/symbol correspondence, syllable types, syllable division, prefixes, suffixes, and roots, and spelling generalizations.
Dr. Edward William Dolch (1889- 1961) and Dr. Edward Fry (1925 - 2010) individually created lists of frequently found words in children’s books and primary grade level curriculums. Due to the “frequency,” it is believed that these words should be memorized. However, approximately only 15% of the English Language is non-phonetic, derived from the Anglo-Saxtons or Old English Words. So why do we still encourage these words? It is estimated that about 75% of these words are still found in Kindergarten to Second Grade Texts.
Pseudoword or nonsense word reading is the ability to decode individual phonemes and then blend them. They are a precursor to reading multisyllabic words because multi-syllable words are made up of pseudoword segments. Pseudowords can help determine the knowledge of the most common letter-sound correspondence, increasing the ability to read unfamiliar real words accurately and fluently.
Written language is a form of communication. The Writing process is complex and comprises multidimensional constructs. These constructs include letter formation, spelling, parts of speech, sentence structure, implementation, composition, and audience. Although students are encouraged to generate their thoughts, opinions, and ideas on paper. Sentence skills are a necessity in building a cohesive and well organized written piece.
Text comprehension is complex and multifaceted. It requires a reader to decode accurately and fluently, make connections, visualize, organize, clarify, question, infer, and evaluate meaning. The skills of building this metacognition take time and practice. Comprehension is integrated into the lesson through decodable and authentic text. Read alouds, guided reading, shared reading, and independent reading are all integral components of instruction.
Reading fluency is the ability to read accurately, smoothly, and with appropriate prosody or expression. It is an essential part of the reading process because it bridges the gap between automatic word recognition and comprehension.
"Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence."Helen Keller
Phone conversations and emails - 30-minute initial consultation at no charge for schools or families. Any additional time will be billed to the payee in 15-minute increments.
Meetings - Instructors may attend Parent and Placement Team (PPT) meetings or Individual Education Plan (IEP) meetings to share progress. Travel and mileage beyond fifteen minutes will be charged.
Recommended sessions are to meet at a minimum of 2x a week for 1 hour.
Each session is 60 minutes long, at $75.00 per hour. Once dates and times are scheduled for the current session, appointment days and times cannot be changed. If appointment days and times must be altered, changes may be made for the following trimester.
Sessions canceled by staff will be made up, credited, or reimbursed.
2 sessions may be rescheduled with a minimum 4-hour notice before cancellation. Rescheduling a session due to cancellation with less than 4 hours notice (except in the case of emergencies) is not guaranteed.
Please be aware that the appointment will end at the usual time if you are late. Sessions can not be extended due to tight schedules.
A Criterion-Referenced reading evaluation, measures are used to determine the student’s specific skills-based strengths and challenges in phonological awareness, reading, spelling, and writing.
The results will provide information to determine if structured literacy using the Orton-Gillingham approach paired with other resources will likely aid a student’s literacy development.
The data collected is used to create an individualized intervention plan for the student. An individualized skill plan is created with suggested reading and spelling skills listed in sequential and systematic order for instruction.
If a Criterion-Referenced reading evaluation written report is desired beyond the test score profile, there will be an additional charge.
Progress Monitoring is collected during every session, a consult may be scheduled at any time. A written progress report will be provided at the end of each trimester at no additional cost.