All children can learn if the instruction is effective. In fact, there is no evidence to show that separating or categorising students into subgroups, such as dyslexia or ADHD for example, provides educators with any useful information in terms of instruction. A non-categorical approach focuses instead on the student's current level of functioning and assesses the needs of the individual student. Read Our approach to reading problems.
Low-progress readers are generally those students who have failed to "crack the alphabetic code" in reading, leading to consequent failure in reading and related skills. These students have failed to make any real progress in reading usually due to deficits in phonological processing skills, relying instead on compensatory visual and contextual strategies. When we speak of low-progress readers we are referring to those who typically do not make the average progress of one month for every month's attendance at school.
Our research and clinical experience has shown that high school students who are low-progress readers can and do make major gains as a result of MULTILIT instruction. It is, however, preferable to catch students as early as possible so that they do not experience the stressful experience of starting high school with inadequate reading and related skills.
MULTILIT reading assessments are offered on most weekdays at various times.
MULTILIT reading programs are offered Monday-Friday during school term. The Intensive Program runs five days a week for three hours during school hours. Those students enrolled in the Monitoring Program come to the centre once a week for 30 minutes - parents can choose from a variety of 30-minute time slots before school, during school, or after school. Students enrolled in the Individual Program attend sessions either twice or three times a week for one hour each time. Again, we offer early morning appointments, as well as sessions during schools hours and after school.
Results from the MULTILIT monitoring program showed that students who attended a two-term program (20 weeks), made average gains of 15 months in reading accuracy and 11 months in comprehension. Of course, every student is different, so we cannot always predict what gains they will make. Read clinic results and parent and student testimonials.
Students enrol for one (10-week) term, after which they are assessed on spelling, oral reading fluency and single word recognition. The results of these tests assist in determining whether more intervention is required. After two terms of instruction students again receive the full battery of tests administered at the initial assessment. Regardless of how long your child has attended a MULTILIT program, we encourage all children to continue to read natural language texts, to a parent or supportive reading partner, out loud every day.
The MULTILIT Reading Tutor Program (Revised) is used for all students who require help with reading accuracy. Component skills such as phonic word attack skills and sight words are taught to mastery and reinforced through the reading of real texts. In addition spelling and comprehension programs are added if warranted.
Pause, Prompt and Praise has been shown to be extremely effective in helping children improve their reading accuracy, fluency and comprehension. This very powerful set of strategies facilitates the generalisation of component skills such as phonic word attack skills and sight words, which are taught in isolation. Pause, Prompt and Praise supports a contemporary 'balanced' approach to reading where the emphasis on phonics is reinforced through the reading of real, meaningful text. Parents, teachers, teacher's aides and peer tutors can use it, which makes it a very accessible and cost effective program to implement. Research has shown that some students have made average progress of six to seven months with daily reading in just two months.
In many cases students require instruction in both MULTILIT Word Attack and MULTIIT Sight Words, although this is not always the case. Some older students may have a very good bank of sight words. (In fact this may be how they have managed to survive at school so far.) The placement tests carried out in the assessment session will ensure that all students are placed in the appropriate programs and level. At MULTILIT we work on the principle of 'test first, then teach' to ensure that valuable instructional time is not wasted.
Your school can assist you by purchasing the MULTILIT Reading Tutor Program (Revised) and preferably have a teacher or special educator attend a MULTILIT Reading Tutor Program Professional Training Workshop. In this way, your school can deliver the program.
Consider our distance option, the MULTILIT Independent program. This requires one initial visit to the MULTILIT Reading Clinic in Macquarie Park, a suburb of Sydney, so that your child can have a literacy assessment. Following the assessment, MULTILIT will provide you with training so that you can implement the program at home with your child. See reading assessments and reading programs.
It is always beneficial to read with your child. If possible, read with them every day and read to them from a variety of sources. You could also purchase the MULTILIT Reinforced Reading DVD Using Pause, Prompt and Praise.