Reading and Spelling
Seeing Stars®: Symbol Imagery for Phonemic Awareness, Sight Words and Spelling Lindamood Phoneme Sequencing® Program for Reading, Spelling and Speech
Signs your child may benefit from reading and spelling instruction
- Pronunciation problems
- Difficulty rhyming words
- Trouble learning numbers, the alphabet, days of the week
- Slow to learn the connection between letters and sounds
- Confuses basic words (run, eat, want)
- Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (saying “house” for “home”)
- Lack of fluency while reading. She may lose her place, lack voice expression and read either too slow or too fast
- Energy level may be reduced or fluctuates considerably while reading and frustration, anxiety, anger, self-consciousness and doubt may affect her ability to think and perform
The Seeing Stars®, or Symbol Imagery program, is used to increase reading and spelling skills. Instructors will work with your child to fully develop symbol imagery, or the ability to see letters in their imagination. This will improve sight word development, fluency, spelling, and increase the speed and stability of phonemic awareness, and letter sounds. The program begins by visualizing the identity, number, and sequence of letters for the sounds within words by imaging and air writing. Spelling “rules,” or expectancies, are discovered, applied, and practiced. Syllable, root words, prefix, and suffix awareness are discovered and made part of the student’s word attack strategies. This will extend into multi-syllable and contextual reading and spelling. Sight words, or common words, are introduced and practiced using repetition and symbol imagery. This develops instant recognition and increases contextual reading fluency.
When a student is able to read and spell complex syllables, Read Naturally®, a program aimed at developing reading proficiency, is introduced. In the Read Naturally® program, students develop automatic word recognition skills through a process of repeated choral reading and independent reading. In addition, students are asked comprehension questions to insure they are not only reading fluently but also understanding what they read.
FWCL practices Lindamood-Bell™ Respond-to-the-Response Strategies, Socratic teaching strategies, verbal mediation strategies, self-coaching strategies, and diagnostic teaching strategies. The focus is not just on providing students with information but on facilitating and supporting them through the process of discovering, connecting, storing, retrieving and applying information.
Fort Wayne Center for Learning is not affiliated with, certified, endorsed, licensed, monitored or sponsored by the Lindamood-Bell Learning Processes Corporation.