A Little History About Learning to Read . . . What Works and What Does Not.
A still-prevalent reading myth is that learning to read, like learning to speak and understand spoken language, is natural. Throughout educational history, some educators have argued that children will learn to read if they are read to, are surrounded by books, and have a purpose for reading. Common sense, human history, and reading research contradict the idea that most children learn to read naturally, the way they learn to talk.
Although for some students reading is quite effortless, many others struggle to read the words on the page and/or to comprehend them. The human brain has evolved over about 100,000 years to support the development of spoken language. Written language, on the other hand, has only been in existence for 12,000 to 15,000 years - not enough time for the human brain to evolve the functional adaptations and pathways required for reading (Dehaene, 2009; Wolf, 2007). Direct reading instruction is needed.
In the 1990's, U.S. Congress convened a National Reading Panel to review all the research on reading. In 2000, the panel released a report. The research showed that explicitly teaching children the relationship between sounds and letters improves reading achievement.
Whether we are teaching students with or without disabilities to read, the science is clear, explicitly teaching reading is a key to reading fluency and comprehension. When we don't provide this direct instruction, many students struggle with reading success, and children with dyslexia suffer the most.
Children with dyslexia must master the same basic knowledge about language and its relationship to writing as anyone else to become competent readers and writers. However, because of their dyslexia, they need a more intense, direct, explicit and systematic approach to sort, recognize and organize the basic elements of language.
Whether we are teaching students with or without disabilities to read, the science is clear, explicitly teaching reading is a key to reading fluency and comprehension. When we don't provide this direct instruction, many students struggle with reading success, and children with dyslexia suffer the most.
Children with dyslexia must master the same basic knowledge about language and its relationship to writing as anyone else to become competent readers and writers. However, because of their dyslexia, they need a more intense, direct, explicit and systematic approach to sort, recognize and organize the basic elements of language.
Orton-Gillingham
The Orton-Gillingham® approach is widely recognized as the most effective reading
intervention for children and adults with dyslexia. At SRC, we implement individualized
structured literacy programs based on these principles, using proven curricula such
as Wilson® Reading System (WRS), Fundations®, and Just Words®. These
programs are multisensory, structured, and designed to help learners build strong
foundational reading skills.
To better understand what an effective structured reading intervention looks like, you
can follow this link and listen to Dr. Margie Gillis, president of Literacy How, as she
explains the components of a typical session.
Evidence-Based, Gold-Standard Instruction
Our interventions adhere to the highest standards in the field. The primary curriculum we use, Wilson Reading
System®, is a multisensory, structured literacy program for students in grades 2–12 as well as adults. Learn more about WRS here.
All instructors at SRC have undergone specialized training, and we strongly believe that evidence-based instruction must be
delivered with fidelity to achieve literacy goals. Instructors are credentialed in the programs they teach, and those completing
coursework are supervised by credentialed experts. Progress is closely monitored through assessment reviews, observation,
coaching, and data-driven meetings.
Who Benefits from Our Programs
Students referred to SRC often:
Have word-level deficits and are not progressing with current interventions
Have struggled to learn with traditional teaching methods
Require intensive instruction due to language-based learning disabilities, such as dyslexia
Present a combination of these challenges
What Students Learn
WRS is a structured literacy program grounded in phonological coding research. It systematically teaches the structure of the
English language, helping students achieve mastery in decoding, spelling, and reading fluency. From the beginning, instruction
addresses:
Phonemic Awareness
Decoding & Word Study
Sight Word Recognition
Spelling
Fluency
Vocabulary
Oral Expressive Language
Comprehension
Small Group Instruction
When appropriate, students participate in small group sessions with a maximum student-to-teacher ratio of 6:1. Groups are carefully
assessed to ensure suitability, follow a focused curriculum, and are often designed for short-term programs, such as our
four-week Summer Skills Camp.
Regardless of age or grade, if you or your child is struggling or at-risk reader with more significant gaps, we offer individual reading instruction which is tailored to meet you or your child's needs. These sessions may be conducted at our Center, on school campus or, where appropriate, online (remote).
Getting the frequency and length of the session right is a key component for closing literacy gaps quickly. Recommended frequency is determined case-by-case and is weighed against the determined gaps and a speed in which the student can tolerate.
Research from the National Summer Learning Association shows that children can lose up to two months of learning—about 22% of the school year—over the summer. Our summer program is designed to help students maintain essential literacy skills, develop new abilities, build confidence, close learning gaps, and be fully prepared for the year ahead.
Our experienced instructors are passionate about literacy and committed to supporting every student on their learning journey. We provide individual and small group instruction. Lessons are structured, systematic, and targeted, using fun, interactive activities to strengthen foundational reading skills.
Whether your child needs to reinforce existing skills or tackle new literacy challenges, our program provides the personalized and targeted support they need to succeed.
