Welcome to Sound Readers™
Learning to Read - Making it Fun |
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She specializes in helping educators teach skills
outlined by the National Reading Panel1 through Multisensory Structured Language (MSL)
approaches demonstrated to help individuals with
dyslexia and other learning disabilities to gain
literacy skills.
Multisensory Structured Language (MSL) approaches
have recently been the focus of attention for
not only dyslexia specialists, but also for regular
classroom teachers and parents who are catching
on to the idea that by implementing a MSL program
early, we may be able to alleviate later struggle
for dyslexics who have yet to be identified, and
make regular classroom reading instruction far
more efficient.
Martha has a passion for motivating teachers to
keep their minds open and stay informed about
what evidence-based reliable and valid research
says about beginning reading instructional methods.
She challenges educators to implement methods
that have consistently been shown to make learning
to read easier, more efficient, and more motivating
for both students, and their teachers.
Martha is the author of the Sound Readers™
Multisensory Structured Language (MSL) Program.
In her workshops, Martha clearly outlines the
main features of MSL, and shows educators where
most universal kindergarten and grade one reading
instruction programs fall short in their capacity
to include MSL into their daily programming. In
her workshops and classroom teacher consultations,
Martha demonstrates simple MSL activities to help
regular kindergarten, primary, and special education
teachers understand MSL, and how it can be implemented
in simple ways that will not only help students
who may be at risk for later reading struggles,
but also make learning to read easier and more
effective for all students.
From the growing body of evidence that supports
MSL teaching, along with current research, much
of it from the National Reading Panel2,
about the efficiency of cumulative and direct
language teaching, it is crucial to help educate
all regular preschool, kindergarten, primary,
and special education teachers about what MSL
interventions look like in general and practical
terms, so that they can improve the quality of
their reading programs for all students, especially
those at risk of dyslexia.
This is particularly important in the early years,
where brain research has consistently shown that
when kindergarten and first grade students are
given quality phonemic awareness and cumulative
and explicit instruction in the alphabetic code,
they start to develop normalized brain patterns
that support their word recognition3.
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1National
Institute of Child Health and Human Development
(2000). Report of the National Reading Panel. Teaching
Children to Read: An Evidence-Based Assessment of
the Schientific Research Literacy on Reading and
its implications for Reading Instruction (NIH Publication
no. 00-4769). Washington, DC: U.S. Government Printing
Office).
2National
Institute of Child Health and Human Development
(2000). Report of the National Reading Panel. Teaching
Children to Read: An Evidence-Based Assessment of
the Schientific Research Literacy on Reading and
its implications for Reading Instruction (NIH Publication
no. 00-4769). Washington, DC: U.S. Government Printing
Office).
3Birsh,
Judith. What is Multisensory Structured Language?
The International Dyslexia Association Journal:
Perspectives, Vol. 32, No. 4, Fall, 2006.
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