Orton-Gillingham Training

Why Choose Us?

It is important that children be given the proper tools in life to
succeed. Here at the Jersey Shore Learning Center, we have devised and
continuously improve these learning tools and skills so that our
students can master reading and take control of their own destiny.

Reading should not be a struggle! It should be fun and a pleasure. Reading should open up the imagination and a child’s creativity. If a child has a learning disability, such as dyslexia, ADD, ADHD, etc…, it does not have to be a life long impediment to learning. There are solutions for these common learning disorders. Lets get started today!

Below is a detailed outline of essential features of our program that
sets us apart from and other programs.

1. We teach reading and writing skills to students who cannot learn from traditional methods using a multisensory approach.

Brielle reading-writing programs for children with learning disablilities Manasquan
  • Our approach to teaching allows a student to learn from their strengths. Imagine sitting in a classroom and taking notes off a board when the notes have no meaning, learning phonics simply by looking at a letter and hearing its sound while not being able to process the letter/sound connection, reading a text unable to see the words as others do, I.E. missing words, illusions of the print moving or blurring.
  • Our method of teaching alleviates all those obstacles by using ALL the senses when teaching a concept. The student puts the concepts we have taught them into their working memory and suddenly… The notes have meaning, the letters have distinguishable sounds, the text that the student is reading makes sense.

2. Our method of teaching is eclectic and geared to ALL students who have learning differences; dyslexic, CAPD, ADD, ADHD, visual and auditory processing disorders.

  • While the Wilson Language and Orton Gillingham approaches to teaching reading may help some students, they are not made to teach ALL students.
  • We are not tied down to teaching reading using one method. Our teachers are highly trained in teaching reading using elements taken from various methods.
  • Orton-Gillingham and Wilson are the main reading programs used throughout the public-school systems for students who have learning disabilities. Yet, we have parents enter our Center whose child has been through one of the programs for a substantial period and say to us, “My child still can’t read.”
  • Our skilled teachers are trained to deliver explicit, direct, cumulative, intensive, and focused instruction relating to the structure of language; use a multisensory learning approach focusing on visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language; and make consistent links between the visual, auditory, and kinesthetic-tactile pathways in learning to read and spell. Imagine if we raised all our children the same way without giving precedence to their personality. We would treat a sensitive shy child the same as an outgoing talkative child. Are we going to use the same method of teaching for a child that has ADHD and an auditory processing disability as a student who has a visual processing disability? Each of their brains work differently. We need to be cognizant of how their brains work just as a parent needs to be aware of their child’s characteristics in order to be effective. Once we understand how a student’s brain works, an effective teaching method can then be used to ensure learning. Our teachers are not only trained in the reading process, they also have a true understanding of how a visual processing disorder differs from an auditory processing disorder, how a dyslexic student learns, the connection between ADHD and a learning disorder. A teacher must first understand how the student’s brain works then incorporate a teaching method that will ensure success. In a public school it is the other way around..buy the program..then teach the student. Is a doctor going to prescribe medication then figure out what is causing the sickness? One size fits all is not an option when it comes to educating a student who learns differently.

3. Our reading program has a high success rate and is known throughout Monmouth and Ocean counties.

4. We teach in a one to one setting.

What makes the Jersey Shore Learning Center Special?

Five reasons your child will excel in The Jersey Shore Learning Center.

1. We use imagery to stimulate and improve working memory.

  • Our brain has a hub or focal point where information travels to get processed. When the brain experiences distortion, the information is processed incorrectly. This causes the learner to lack an understanding of the concept being learned: sound/symbol, details, directions etc. The reason distortion occurs is because the learner is not being taught to his or her strengths. A “right brain” learner must have meaning associated with the concept. Imagery allows for meaning and understanding.

2. Our teachers are trained to use methods employed in Orton-Gillingham and Wilson Reading Program using “Pathways to the Mind,” a highly successful approach to teaching reading and writing skills to those students who learn differently.

  • A teacher with a high degree of expertise posses the following qualities: intuition, passion and knowledge. Any teacher can teach from a book. Unfortunately, this does not work for many students. Our teachers work with a student and can intuitively pinpoint a weakness, work on that weakness using a method that will ensure learning and mastery take place.

Wilson, Orton-Gillingham, Barton, Lindamood Bell, Stevenson.

They possess direct knowledge of a student’s needs and how building a student’s working memory using a program specific to the student’s needs is essential to gain mastery.

3. We outperform the programs used in the public-school system due to our eclectic approach, knowledge of the reading process and an understanding of how a child, who learns differently, thinks.

  • While the Wilson Language Program or the Orton Gillingham approach to teaching reading are effective teaching tools, these programs do not work for ALL students…think about my analogy of the shy vs. the outgoing child. Our approach to teaching includes imagery, kinesthetic exercises, improving working memory, building comprehension skills and our one to one setting allows for the lesson to be specific to the students’ needs.

4. We have a high percentage of students who not only improve significantly, but also function successfully in a mainstreamed classroom.

  • Most of our students either do not qualify for special services or are removed from special services and educated in the mainstream.

5. We do not deal with much of the “red tape” that the public schools must adhere to, putting our students first.

  • Due to the excessive adherence to rules and regulations teachers are often handcuffed when trying to teach to the STUDENT. They must teach to the TEST. We put each student first. We ensure that each student will master the skills needed to be successful.