Do you want to LEARN how to:                                                                                        

– reach struggling readers and writers with evidence-based instruction?                                 
– use multi-sensory structured language activities to enrich your teaching?
– understand the structure of the English language so that you can teach it to others?
– use morphology, etymology, and phonology to understand and explain orthography?
– design a spelling program that meets the needs of all students – supports struggling students and enriches those students who need something more challenging?
– recognize dyslexia and know what to do about it?
– use tools to assess a student so you know where to begin your instruction ?
If you answered yes to any of these questions, this course is for you!

The Toronto fall-winter 2016-17 Orton-Gillingham Associate level training begins Oct 1, 2016.
REGISTER NOW
Saturdays – Oct 1, Oct 22, Nov 5, Nov 19, 2016
Saturdays – Jan 14, Feb 4, Feb 25, Apr 8, 2017
TIME: 9:00 – 5:00

The Orton-Gillingham approach is appropriate for teaching individuals, small groups, and classrooms.
It can be used in the primary, elementary, and intermediate grades, at the secondary and college level, as well as for adults.

Who can take the training?
– teachers
– tutors
– speech-language therapists
– occupational therapists
– psychologists
– parents

All required readings and course materials are provided.

Course Instructor:
Liisa Freure M.Ed., OCT, Fellow/AOGPE

Decades of research have culminated in a  consensus of what is necessary to prevent or       remediate reading disabilities (National Reading Panel, 2000; Shaywitz, 2005; Snow, Burns & Griffin, 1998). Evidence has demonstrated that early identification and appropriate instruction which includes a range of research-based components and
practices, can prevent or alleviate a large majority of potential reading disabilities.
Unfortunately the research also concludes that there is a huge gap between research and practice.
Teachers need and indeed deserve preparation programs and instructional materials that support them in developing expert skills and knowledge of language structure and its application and valid, reliable assessment of reading and writing skills.
Teachers deserve this – and so do our kids.