"ASDEC Academic Therapy is the most comprehensive and effective method I have learned to teach struggling Readers. Sounds In Syllables integrates all key components of multisensory structured language education in the most systematic and cumulative method - we literally leave no stone unturned!" Jennifer Appleton, M.Ed., Certified Reading Specialist, C.A.L.T., Fairfax County, Virginia

Sounds in Syllables: Structured Literacy - Rockville And Virginia


LANGUAGE 1: SOUNDS IN SYLLABLES
Required for Therapy Level Certification


Developed by Sandra Dillon, Director of the Multisensory Language Training Institute of New Mexico, Sounds In Syllables (SIS) is the most powerful Orton-Gillingham approach to teaching reading (decoding, fluency, and comprehension), spelling, writing, and the foundations of syntax and grammar. In developing SIS, Ms.Dillon incorporated teaching methods she learned directly from Patricia and Charles Lindamood, Beth Slingerland, and Aylett Royal Cox, author of Alphabetic Phonics.  These methods integrate evidence-based practice from neurology, cognitive sciences, psychology, speech-language pathology, and linguistics to produce the most durable remediation for students with even the most severe learning disabilities.  


Academic Therapists learn the precise articulation of the sounds of English and sound-symbol relationships.  They learn to "cement" learning by using multisensory methods that trigger positive changes in the way students process learning.  Research on these strategies demonstrates that multisensory approaches delivered through the repetitive, simultaneous, methods of SIS actually strengthen weak neural pathways and build new ones. This is why SIS students retain the reading and language skills they learn in order to achieve academic success long after they have completed their work with ASDEC therapists.

The American Academy of Pediatrics (AAP) considers Multisensory Structured Language Education techniques such as those used in SIS to be the most effective method to teach dyslexic students. In a recent report from the Academy, Dr. Sheryl Handler and Dr. Walter Fierson explain:
Most children with dyslexia need help from a teacher, tutor, or therapist who has been specially trained in using a multisensory, structured language approach. It is important for these children to be taught by a sequenced systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Highly structured daily intensive individualized instruction by an educational therapist or skilled teacher specially trained in explicitly teaching phonemic awareness and the application of phonics is the foundation for remedial programs.In addition,students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word-recognition skills. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. The approach to learning decoding begins with detailed instruction in phonemic awareness and then progresses to sound-symbol association (alphabetic principle), phonics, awareness of rhyme,and word segmentation. Pediatrics Vol. 127 No. 3 March 2011 ppe818-e856
SIS includes the following Critical Literacy Components
  • Phonology
  • Phonemic awareness
  • Decoding and spelling
  • Fluency
  • Vocabulary
  • Comprehension
  • Writing
    SIS Uses Differentiated Instruction Techniques that are:
    • Diagnostic
    • Prescriptive
    • Multisensory
    • Phonics-based
    • Systematic, structured and sequential
    SIS Academic Therapists Learn:
    • Information from current reading research
    • The rationale for multisensory instruction
    • Stages of reading development
    • Phonology, including phonemic awareness
    • Graphophonemic relationships (symbol/sound correspondence)
    • Morphology (meaning units of word parts)
    • Semantics (Vocabulary and syntax)
    • The influence of etymology (word origins) on spelling
    • Multisensory spelling techniques for phonetic and non-phonetic words
    • Syllabication
    • Strategies for building fluency and comprehension
    • Lesson Planning
    • Diagnostic Teaching
    • Adapting instruction to students’ individual needs
    For more information View the PDF.

    Rockville DATES:    Monday - Friday from 9:00-4:30     June 18-29, 2018

    Location: ASDEC 22 West Jefferson Street

    $985  Registration will open in January

    Virginia DATES: TBD

    Part 1:  April 29, May 6 and May 20, June  3 and June 10 2018 from 9:00-4:30

    Part 2: June 25-29, 2018  Monday - Friday from 9:00-4:30


    LOCATION: Reston Montessori School, 1928 Issac Newton Square W, Reston VA 

    $985  Registration will open in January

    Optional Materials fee for those who enter the supervision practicum following the program: $277
    Graduate Credit is available for this course for an additional fee

    After completing the course, participants may work in ASDEC's Summer Program where they will earn a full 2-month credit toward their certification requirements. Interns who complete the summer program will receive priority referrals from ASDEC for private students.

     ASDEC
    22 West Jefferson Street, Suite 307, Rockville, MD 20850
    Phone: 301.762.2414  
    email: questions @ asdec.org


    Copyright ©2017. ASDEC All rights reserved.

    Powered by Wild Apricot Membership Software