Solutions in Bangkok

The good news is that Dyslexia Thailand has established the only 100% dyslexia programme in a main stream school in the Asia–Pacific region and also in an education center. Both programmes are taught by highly qualified teachers, trained in Orton-Gillingham, the world number one, proven method of teaching for dyslexia. (Please see the Orton-Gillingham page).

Berkeley International School – Orton-Gillingham Dyslexia Programme International School

Based in Bangkok, Thailand at Berkeley International School and in partnership with ‘Dyslexia Thailand’, the Orton-Gillingham (OG) dyslexia program is a bridge extension of Camp Dunnabeck; a 6-week OG-based academic program based in Amenia, New York at the Kildonan School.

Camp Dunnabeck is the oldest residential program of its kind and was established in 1955 to meet the needs of intelligent children who are underachieving or failing in their academic work because of dyslexia or language-learning-based differences. Due to the intensive approach of both programs, students can not only achieve academic success, but further develop the self-confidence and understanding that “they are not alone.”

The Dyslexia Thailand (DT) Tutors are trained by Kildonan School, which is accredited by the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). The AOGPE recognizes educational organizations and programs as having a level of performance and integrity that entitles them to the confidence of the educational community and public they serve. All DT tutors will continue with the appropriate level of supervision by a Fellow of the Academy ensuring that the tutors are teaching to the highest standards and offering an undivided education for all students.

The Orton-Gillingham multisensory approach is focused upon the individualized learning needs of the individual student as opposed to being a programmatic methodology. Within a sequential framework moving from simple to complex, this phonics-based approach is systematic, cumulative, diagnostic, prescriptive, and evidence-based.

The integrated lesson format focuses upon the individual strands of phonological awareness, reading, spelling, comprehension, and writing as recommended by the National Reading Panel Report in 2000 undertaken by the NICHD (National Institute of Child Health and Development) in coordination with the U.S. Department of Education.

This approach is intended primarily for use with persons who have difficulty with reading, spelling, and writing associated with a language-based learning disability or dyslexia.

The curricular content and instructional format is derived from the foundational contributions of Samuel T. Orton, a neuropsychiatrist and pathologist who brought together neuroscientific information and principles of education. Anna Gillingham, an educator and psychologist, devised the first teacher trainings and instructional resources. Their time-tested knowledge and practice from over 70 years ago continues to be validated with current research on how dyslexic individuals learn to read more efficiently and write more competently.

Format of The Remedial Tutoring Sessions:

  • The sessions are ideally 1:1 and an hour in length.

  • Students will maintain an OG notebook that will serve as a record of progress and reference.

  • Students will develop self-awareness of their learning profile and dyslexia with specific emphasis on strengths and requisite talents.

  • The sequence of the lesson will move from simple to complex using direct instruction and multisensory methods of delivery--auditory visual, and kinesthetic.

  • The base skills will move from systematic phonics (sound/symbol) to the syllabic and morphemic layer of language (prefixes, roots, and suffixes).

  • At a basic level, each lesson incorporates visual cards that represent the sound units being taught and reinforced and reciprocally auditory dictation to directly develop the sound/symbol relationship. As skills become mastered, these cards transition to include morphemes.

  • Exercises that promote phonological and phonemic awareness are incorporated as needed.

  • Single word reading and spelling is derived directly from the phonemes, patterns, or morphemes that are being taught. Spelling is further pulled from high frequency non-phonetic words, and words misspelled in a student’s writing.

  • Grammar is approached functionally and linked to sentence reading and writing.

  • Vocabulary and comprehension strategies are taught explicitly and are linked to oral and nightly reading.

  • Each lesson will include an oral reading component to build fluency that incorporates accuracy, cueing strategies, rate, and appropriate inflection and phrasing.

  • Writing is approached to incorporate a variety of sentence and paragraph structures utilizing graphic organizers to guide the process.

  • Cursive handwriting will be taught with the appropriate grip, slant, and paper placement to develop automaticity.

  • Each lesson will incorporate new information that is recorded and tracked on a Skills Checklist

  • The instruction is emotionally sound and builds trust, success, and motivation.

  • This is a cognitive approach, rather than being rote, and students learn to think about what is being taught and why.

  • Criterion-References testing will be provided two times a year to include: 1. Phonemic Awareness, 2. Single Word Reading, 3. Single Word Spelling, 4. Oral Reading, 5. Reading Comprehension, and 6.Written Expression.

  • A Summary of Language Screening document will be provided to the parents summarizing 1. Strengths, 2. Weaknesses, 3. Goals and 4. Strategies at the onset and end of the year.

  • Written Progress Reports will be provided four times a year.

Village Education Center – Dyslexia Programme Education Center

It was developed and refined by the specialist teachers in Dyslexia Action, with advice from their speech therapist and psychologist colleagues. Decisions on its structure and its scope were based on the experience of using the original Hickey programme with a wide range of children and adults for over 20 years.

The Village has also collaborated with the Dyslexia Association Singapore (DAS) to train the Village staff to implement the US Orton Gillingham (OG) intervention programme which is a dyslexia curriculum and one-2-one therapy, designed around the same principles as the UK based programme DILP.

Its principles are that teaching should be multisensory, structured, cumulative, sequential and phonic. Teaching should be thorough with strategies for memory and over-learning built into it.

The programme consists of:

  • A letter order. This lists the sequence for teaching letter-sound links, from single vowels and consonants to less-frequently-used letter strings such as eu and eigh.

  • Reading cards. These cards are accumulated by individual learners to remind them of the letter-sound links already covered in reading, to provide them with a means of practice, to act as a memory aid and to develop automaticity.

  • Spelling cards. Individual learners accumulate these cards. Each card represents one sound. Different ways of spelling the sound are added to it as the learner covers them in the language programme.

  • Multisensory strategies for spelling, including Echo-Spell-Write Check. A flowing handwriting style is encouraged to ensure that recurring letter patterns become automatic.

  • Reading and spelling practice at each teaching point. Word lists are organised so that the learner can use pattern and analogy to aid reading and spelling.

  • Spelling rules, such as suffixing rules, which can be widely applied.

  • High frequency words which are learned, using mnemonics if and where necessary.

  • Work on word structure and word attack, but also encompassing work at sentence and prose level.

  • Metacognition, or learning about learning. Learners are encouraged to be aware of their own memory and learning strategies.

  • Sentence and text level skills for both reading and spelling are developed as the structured programme develops.