Schools
Schools

    Dyslexia Services in the Coppell ISD primarily utilize MTA and Rite Flight curriculum. The Multi-Sensory Language Instruction (MLI) is based on the Orton-Gillingham-Stillman approach and is a comprehensive, integrated language art program addressing reading decoding and comprehension, spelling and composition, cursive handwriting, and alphabet and dictionary skills. Reading and spelling materials are presentation in a series of seven kits.

    The ungraded curriculum encompasses the structure and science of the English language. Students typically require a multi-year commitment with the goal being to complete the curriculum as long as the students are progressing according to criterion-references "Mastery Checks" administered periodically. Mastery of all reading and spelling objectives and skills enables students to read and spell 85% of the most frequently used words in the English Language.

    How it is taught:

    • Simultaneous Multisensory Instruction: research has shown that dyslexic people who use all of their senses when they learn (visual, auditory, tactile, and kinesthetic) are better able to store and retrieve the information.
    • Intense Instruction with Ample Practice: instruction for dyslexic students must be much more intense, and offer much more practice, than for regular readers.
    • Direct, Explicit Instruction: dyslexic students do not intuit anything about written language. So, you must teach them, directly and explicitly, each and every rule that governs our written words. And you must teach one rule at a time, and practice it until it is stable in both reading and spelling, before introducing a new rule.
    • Systematic and Cumulative: by the time most dyslexic students are identified, they are usually quite confused about our written language. So you must go back to the very beginning and create a solid foundation with no holes. You must teach the logic behind our language by presenting one rule at a time and practicing it until the student can automatically and fluently apply that rule both when reading and spelling. You must continue to weave previously learned rules into current lessons to keep them fresh and solid. The system must make logical sense to our students, from the first lesson through the last one.
    • Synthetic and Analytic: dyslexic students must be taught both how to take the individual letters or sounds and put them together to form a word (synthetic), as well as how to look at a long word and break it into smaller pieces (analytic). Both synthetic and analytic phonics must be taught all the time.
    • Diagnostic Teaching: the teacher must continuously assess their student's understanding of, and ability to apply, the rules. The teacher must ensure the student isn't simply recognizing a pattern and blindly applying it. And when confusion of a previously-taught rule is discovered, it must be re-taught.
    CLOSE