Secret Garden Programs.

Secret Garden Intervention Programs.

Reading and Decoding Track:

 Most students who struggle to read are usually struggling with a combination of poor phonemic awareness and auditory processing problems as well as poor alphabetic principle or a weak “letter box”, which is their symbol imagery. The "alphabetic principle" is the concept that sounds are represented by letters, and if a student doesn’t make this connection, reading is almost impossible. 

 We have created a streamlined version of Orton Gillingham that blends very specific remediation techniques that focus on building phonemic awareness, the letter box, alphabetic principle and excellent decoding skills. We target the primary sounds of letters and phonograms initially and begin with a smaller set of phonograms than other OG programs. This enables students to read more quickly, while at the same time building the decoding skills necessary for any level of reading. Instruction is delivered in a multi-sensory way whenever possible (auditory, visual and kinetic/tactile) and we use the Socratic method to help the student build more efficient reading processes.

Reading Comprehension, Retention and Memory Track:

Students who struggle with comprehension usually struggle because of one of two problems. One difficulty could be inefficient decoding skills that absorb all energy from the student, in which case we would start with decoding skills first and then build out into comprehension. Another difficulty may be poor imagination, which results in incomplete understanding of almost all subjects, even when listening to instructions or audiobooks.

Depending on the reason for poor retention and comprehension, we will help students build their background knowledge, conceptual imagery, use of experience as part of their learning and recall. We use a combination of specific comprehension and recall strategies combined with Socratic method to help students restructure how they process information. Verbal expression is also a component of this track. Summarizing, memory, drawing conclusions and building critical thinking often fall into place when students process information correctly.

Writing Track:

We also work with students on writing. This track is usually combined with or follows upon the Reading Comprehension Track, since written expression is a continuation of verbal expression. We begin with the verbal expression and slowly move to written expression, outlining and essay polishing.

Math Track:

Math struggles are usually a combination of concept imagery struggles, working memory struggles and sometimes even symbol imagery struggles. When working with students in math, we individualize to what the student needs, matching their apparent struggle with a focus on the specific learning strategy needed to be successful in math. This can look quite different for different students depending on what underlying learning skill is needed.

For All:

 Most students who struggle with reading or math, also struggle with other processes needed in order to learn. Some of these would be: working memory, processing speed, visual processing and visual memory, spatial relation, symbol recognition, etc. Because of this, we use a cognitive therapy workbook made by another company (Equipping Minds), to help us support all functions of learning with the students.

For the Equipping Minds, we use a direct workbook and program from them. You can visit the website to see how it is research-based and promotes healthy strengthening of the processing pathways of the brain using overlapping techniques and exercises. www.equippingminds.com.