Programa de Lectura Integral y Programa de Prevención de la Dislexia

This class assumes zero alphabetic knowledge and will guide the student to the point where the student is a confident reader.

Letter sounds are introduced at an easy pace, no more than two per instructional session which allows the student to develop automaticity in letter/sound correspondence.  Sounds are introduced in a sequence that accounts for their ease of articulation and blending.

Phonological Awareness tasks are introduced using multi-sensory methods.  The multi-sensory prompts are removed as the student develops automaticity at each level.

Phoneme articulation is taught explicitly.

Orthographical rules are introduced in visually salient ways using a special alphabet.

All initial texts are decodable and follow the scope and sequence of the program.

When advanced phonics are introduced, decodable texts may be substituted for literature at an appropriate level.

Irregular words are introduced in word analysis drills that account for how the word "should" be pronounced (according to regular rules) and then how it "is" pronounced, and the orthographic maps are created to highlight the discrepancies.

Syllabication rules are taught hierarchically and depend on the student's progress in the phonological awareness battery.

Error handling follows a sequence of specific praise, and as appropriate, Socratic or explicit responses.