The Multi-Sensory Institute at PNCS tailors its instruction to the needs of children with dyslexia. The combination of specialized instructional techniques such as the Orton-Gillingham method, multi-sensory instruction, small class sizes, and specially trained, dedicated teachers makes this a safe and happy place for children with dyslexia to learn.
More Than Pull-out Tutoring
Instead of pulling dyslexic children out of a classroom for instruction which is appropriate to their needs, we bring dyslexic-friendly teaching techniques into the classroom, all day long.
Using All Senses To Learn
Our teachers use teaching techniques which incorporate visual, auditory and hands-on learning in an integrated way to promote learning in students who cannot use reading as effectively as a primary learning tool. It is well recognized that children who read poorly miss out on learning vocabulary, on cultural references, and on other information acquired by reading. They cannot take advantage of many learning opportunities which require heavy loads of reading and writing to fulfill class requirements. Multi-sensory learning and explicit instruction in vocabulary help to make this information available to children with language learning disabilities.
Strengthening Weak Areas
Additionally, weaker areas of reading and writing require extra instructional time, and teachers trained and experienced in specific research-proven methods of reading instruction. At the PNCS MSI we use a tiered teaching approach, incorporating Wilson Reading instruction in all our classrooms, in small groups or in individual tutoring sessions, as is appropriate for each student’s individual needs.
Multi-grade classrooms allow our children to advance in areas of strength while receiving extra attention in weaker areas, without having to be removed from their classroom and classmates. This has beneficial effects on confidence and self image as well as social growth.
Students with language learning disabilities frequently struggle with executive function, attention and concentration, speech, writing and organization skills. At the PNCS MSI, we recognize these barriers to learning. Our small class sizes and excellent student-to-teacher ratio provide a supportive environment where compensatory and instructional efforts can be incorporated into a child’s day. Collaboration with outside therapists is welcome and more easily accomplished. Close communication between family and staff is critical to creating an educational plan which is successful for the whole child!