Teach underlying skills
Since sounds (not syllables, blends, full words or rhyming combinations) are the key that unlocks our English writing system, successful readers must be taught to segment (pull apart), blend (put together), and analyze words at the sound (phonemic) level.
Use a sound to code basis
Good reading programs teach the sound code for the 43 phonemes (individual sounds) of the English language as well as the alternative spellings for those sounds. By learning that letters or letter combinations stand for specific sounds of speech, reading and spelling are taught concurrently.
Handle the alternative spellings of sounds and code overlap
After the student has learned the most probable spelling for each sound, the less probable (alternative) spelling should be introduced. Overlaps of the code, in which a letter or letter combinations represent more than one sound, must also be taught.
There are several good approaches to teaching reading such as Lindamood Bell, and Orton Gillingham but we believe ...
The most important difference is that we develop the underlying cognitive skills required for reading.
Some students do not bring sufficient cognitive skills to the task of learning the reading code quickly and efficiently. Even if the code is taught completely and sequentially, a student who has a severe auditory processing deficiency, is not concentrating adequately, works too slowly, has poor memory skills, or cannot create good mental images, will complete lessons very slowly or exhibit poor retention. When these skills are in place, however, students learn rapidly. Our program has been designed to remedy these significant problem areas.