Targeted, personalized intervention

Our class sizes are between 5-8 students, which allows for direct feedback and a strong student-teacher relationship. Using data collected from reading and spelling assessments, we can provide personalized, targeted instruction. We recognize that many of our students have developed compensatory strategies and bypass mechanisms by fourth grade, so our program builds on those strengths. Our motto is, "Move as fast as we can, and as slow as we must."

Multi-sensory instruction for skill-building

Color-coded magnetic letter boards are a key component of our program. This is a strong visual element that helps students identify and practice all the sounds in our English language. They learn that each magnet has a "home" and belongs to a specific letter family. As students build words, they engage their fine motor skills, learn kinesthetic motions for each letter sound and word, and develop their visual memory. Seat time during this instructional process is thoughtfully considered; there are many opportunities for movement throughout the lesson.

Daily practice in phonics, syllables, and phrasing

Students receive daily lessons and practice in letter/sound correspondence, spelling, and fluency. Unlike other programs that may have targeted instruction only a few times a week, students enrolled in the READS program receive daily instruction in their ELA class, focusing on increasing fluency and spelling. Regularly activating the phonetic area of the brain is important for students with dyslexia. From repetitive quick exercises on the magnetic board, to auditory phonetic games, and identifying the six syllable types, teachers intentionally bring awareness to sound and symbol.

Linking spelling, reading, and writing

It is important to acknowledge the inherent link between all aspects of literacy – spelling, reading, and writing. Spelling is all about understanding patterns and knowing that 85% of the English language spelling is predictable. As students strengthen their spelling, they can better decode words when reading. When reading becomes more fluent, they will be able to construct words and sentences for writing. Important to the Sterne READS program is the acknowledgement that spelling rules and patterns must be expressly taught because students with dyslexia so often struggle with visual memory. Memorizing words or spelling lists is not a simple or reliable strategy. Multi-sensory spelling instruction, word list study, and weekly quizzes reinforce and assess students' understanding of these essential spelling rules and concepts.

In the Sterne READS program, writing is something that happens often and is celebrated. The Jane Schaffer writing method provides a color-coded, highly structured process of writing from sentence structure, to paragraphing, to essay-generation. Students in the Sterne READS program engage in weekly informal writing assignments where they can practice these skills. Students use computers for typing, spelling, and grammar checks. Normal writing assignments are scaffolded and chunked into manageable pieces to build confidence and capability.

Word study and vocabulary instruction

Morphology, or the study of the parts of words, is a key piece to understanding how English works. As a part of our scope and sequence of the Sterne READS program, students study prefixes, suffixes, and base words. They start with the most common suffixes (–tion, –er, –ness) before moving into Latin and Greek/Latin bases. These are directly tied into reading assignments and spelling lists.

Applying skills to novels and texts

It is common in many phonics programs for students to study language without participating in meaningful reading. The Sterne READS program ensures that students read books every day. This provides the crucial link between spelling, reading, and writing, and builds students' fluency, comprehension, and confidence. At Sterne, we believe if you're going to learn how to ride a bike, you should stop studying the pieces and just hop on the bike. We read books.

Leveled chapter books reinforce spelling word lists and weekly concepts, and are assigned at students "stretch level" so they are appropriately challenged. All books and instruction are rooted in Common Core standards for comprehension, text and craft, and parts of a story.

Bypass strategies and assistive technology

Each student at Sterne has a Chromebook with assistive technology software, including audio books, text-to-speech, dictation, grammar and spell check. Teachers are trained in all aspects of this technology, and in turn, work with students to use it consistently, appropriately, and to its fullest capacity.