Orton-Gillingham Institutes Associate Level

Summer Enrichment

Summer Academic Therapy

Orton-Gillingham Institutes

brain

Click for Fact #6

Orton-Gillingham Institute:

Associate Level Coursework

Two-Week Course

July 25 through August 5

8:30am – 4:30pm

70 hours of instruction

(includes 10 hours of training beyond the required 60 hours)

The course does not include practicum.

Topics to include the following:

Principles of Orton-Gillingham instruction
Nature and needs of dyslexic learners
Phonological awareness
Sound-symbol relationships
Syllable types and division patterns
Spelling rules and generalizations
Handwriting instruction
Reading fluency
Morphology
Integration of vocabulary & comprehension instruction
Structured, multi-sensory teaching techniques
Lesson plan development and delivery
Informal diagnostic-prescriptive assessment of reading, spelling, and handwriting

Cost: $1600. The price includes all instructional material and fees. A non-refundable deposit of $800 will be due with registration.

Course Instructor: Susan Flaherty, Accredited Training Fellow, AOGPE

Contact: Email Susan Flaherty (sflaherty@tridentacademy.com) or call 843-884-7046.

About the instructor

Susan Flaherty has taught students of all levels from 1st grade through college over her 38 years working with students with learning disabilities. She taught at Trident Academy for 18 years. During that time she taught in the remedial portion of the program, taught Spanish and Psychology. She became Trident’s first Fellow in the AOGPE and Director of the Language Enhancement and Development(LEAD) Department in 1996.

In 2001 Susan left Trident Academy and began working with college students at Johnson & Wales University as the Director of The Learning Center/ Center for Academic Support. There she applied the Orton Gillingham Approach to helping students with disabilities learn, receive accommodations and provided training to faculty and staff. During her career, Susan has presented at several national conferences on various topics. She retired to Sylva, NC in 2020 until she was invited to return to Trident Academy as their Fellow of Record in 2021.

Trident Academy admits students of any gender, sexual orientation and identity (including transgender status), race, color, religion, national and/or ethnic origin, and provides students with all rights, privileges, programs, and activities generally accorded or made available to students at the School. In accordance with applicable law, it does not discriminate in the administration of its education policies, admission policies, scholarship and loan programs, and athletic and other school administered programs. Similarly, Trident Academy prohibits unlawful discrimination based on disability. However, consistent with Trident Academy’s mission, it is the admission policy that to qualify for admission consideration, students must have diagnosed learning disabilities and/or certain communication disorders and meet certain threshold criteria as evidenced by their professional testing documents.

Fact #6

“ADHD is a disorder that includes difficulty staying focused and paying attention, controlling behavior and hyperactivity. A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging. – Learning Disability Association of America”

Fact #5

“Dyscalculia is a specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting. – Learning Disability Association of America”

Fact #4

“Dysgraphia is a specific learning disability that affects a person’s handwriting ability and fine motor skills. A person with this specific learning disability may have problems including illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time. – Learning Disability Association of America”

Fact #3

“Individuals with dyslexia are those who, despite traditional classroom teaching, have failed to master the basic elements of the language system of their culture. Since language is the necessary tool upon which subsequent academic learning is based, such persons often encounter difficulty in all educational endeavors. – from the Academy of Orton-Gillingham Practicioners and Educators”

Fact #2

“The word dyslexia is derived from the Greek, dys, difficulty with, and lex (from legein, to speak), having to do with words. Words in their many forms are encountered in listening, speaking, reading, spelling, writing, in mathematics, and in organizing, understanding, and expressing thought. Based on information from neuroscientific and linguistic research, the definition can be summarized as difficulty in the use and processing of arbitrary linguistic/symbolic codes. This is an aspect of a language continuum which includes spoken language, written language, and language comprehension. – Definition from the Academy of Orton-Gillingham Practicioners and Educators”

Fact #1

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. – from the International Dyslexia Association”