Literacy Benefits from Educational Therapy
At Learnfully, we know the struggles that all learners face when it comes to literacy, especially ones with learning differences like ADHD, ASD, and Dyslexia. Science proves that providing personalized, strengths-based instruction improves a learner’s achievement and outcomes.
Compared to tutoring, learners in education-therapy-focused instruction benefit from experienced specialists trained in leading research-based interventions and teaching strategies. It has proven more effective for neurodivergent learners, like those diagnosed with ADHD, ASD, dyslexia, dysgraphia, and other learning differences.
Orton–Gillingham® (OG) is a structured multisensory phonics methodology that was designed to help struggling readers. It introduced the idea of breaking reading and spelling into smaller processes, teaching the connections between letters and sounds using a direct and explicit cognitive learning approach. Many reading programs use ideas that OG introduced.
For Learners:
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who need help with spelling, reading fluency, reading comprehension, and vocabulary.
“I’m spunky, active but feel disconnected from school, especially during independent reading.”
“I’m spunky, active but feel disconnected from school, especially during independent reading.”
Handwriting Without Tears® (HWT) is a developmentally based multisensory program that helps K-5 students build crucial skills for early writing and handwriting success. Created by an occupational therapist, the program leverages research on the different ways children learn, and it is designed to advance a child’s fine motor and visual skills using fun, interactive, and developmentally appropriate activities.
For Learners:
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“I love to tell stories and talk with my friends, but I avoid writing at all costs because it is so hard for me.”
“I love to tell stories and talk with my friends, but I avoid writing at all costs because it is so hard for me.”
The Wilson Reading System® (WRS) is a structured intensive intervention literacy program based on phonological-coding research and Orton-Gillingham® principles, and it is the basis for all Wilson products. It directly and systematically teaches the structure of the English language. Learners in the program master fluent decoding and encoding skills.
For Learners:
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who need help with spelling, reading fluency, reading comprehension, and vocabulary.
“I am creative and bright, but reading a book takes forever and is the last thing I want to do. I like audiobooks better because I can make a picture of the story in my mind.”
“I am creative and bright, but reading a book takes forever and is the last thing I want to do. I like audiobooks better because I can make a picture of the story in my mind.”
Step Up to Writing® (SUTW) is a comprehensive set of multisensory resources and instructional strategies developed to teach writing to learners of all abilities using an explicit, systematic approach. Used in grades K-12, it focuses on the complete writing process, teaching each phase of writing and helping students organize their thoughts.
For Learners:
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“I’m overwhelmed by my teacher’s directions and talking in general, I love to play, work on art projects and write my own stories. I prefer free time with my friends.”
“I’m overwhelmed by my teacher’s directions and talking in general, I love to play, work on art projects and write my own stories. I prefer free time with my friends.”
Lucy Calkins’ Reading and Writing programs use a workshop model, where an instructor teaches strategies and habits for effective reading and writing, then learners practice them independently while the instructor acts as a coach. The programs are student-centered and emphasize individual work and practice time over direct instruction time, allowing learners to develop confidence in themselves and appreciation for comprehension and language expression.
For Learners:
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“I am a voracious reader, love to learn, but I cannot see the purpose in writing so I don’t really give it my all. I’d much rather draw.”
“I am a voracious reader, love to learn, but I cannot see the purpose in writing so I don’t really give it my all. I’d much rather draw.”
Lindamood–Bell® (LB) is a multisensory learning approach based on the highly structured Orton–Gillingham approach. It originated in clinical settings in the 1960s, and was later adapted for school-based settings. It focuses on the sensory-cognitive processing necessary for reading, comprehension and mathematics, and helps learners who struggle with reading or have other learning differences.
For Learners:
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who need help making fundamental cognitive connections between sounds, letters, and words, or need help visualizing concepts and math functions.
“I like to design and work on my own projects and stories, and school seems to get in the way. Why do I need to know math when I am older anyway?”
“I like to design and work on my own projects and stories, and school seems to get in the way. Why do I need to know math when I am older anyway?”
Jan, mom of 3rd Grader
Orton-Gillingham Program
Steve, dad of 5th Grader
Handwriting without Tears
While parents often seek academic support in areas like math or science, it’s usually an underlying literacy issue that’s really to blame for learning gaps.
Our education specialists have crafted a curated guide of resources that align to the personalized learning needs of each child.
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