Reading instruction at Oakwood is founded on the Orton-Gillingham sequence of skills which uses a multisensory approach to teaching decoding to students with learning disabilities. Using proven, research-based materials and teaching methods based on this approach, our teachers teach small groups of students which allows for individual attention. Spelling (encoding) instruction follows the decoding instruction – students spell words that follow the same decoding pattern they are learning.
Using reading materials at their instructional levels, students practice all areas of reading: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Materials appropriate for the students’ reading level and age level engage students. Multiple comprehension and active reading strategies are taught during reading instruction and reinforced through application in all other subject areas.
As students become more competent with applying the six syllable types to decoding and encoding, we move to the next level of instruction – morphology. Studying morphemes (Latin and Greek roots, prefixes, suffixes) allows students to understand higher level vocabulary. By breaking words into these components, students gain clues to the meanings of words used in science, social studies, and other readings. Applying these words accurately when writing is the next crucial step.