Intervention
Intervention for Success
Intervention goals and methods are designed for each learner. All materials and games are age-appropriate and intended to meet the needs for each person. Best practices and evidence-based methodology define the speech-language pathology approach to achieving active learning. Quality literature and games are incorporated to practice skills and to build important narrative and critical thinking abilities.
Three important concepts drive success:
Scaffolded Learning - Recognizing each student’s level of competence in various language areas and teaching new concepts in a step-by-step cycle designed to promote learning success and self-confidence.
Active Strategies - Building a strong oral language foundation leads to improved language processing for social and academic purposes. In turn, this foundation leads to strong literacy skills. Emphasis on legible print and cursive handwriting drives visual memory by combining speech and letter symbols. Gestural and social cues, vocabulary and language forms (grammar) in action are produced in spontaneous, guided situations. From a strong oral language foundation, literacy skills are specifically taught through speech-to-print phonics (sound/letter connections) and learning strategies to promote excellence in reading comprehension and writing for multiple purposes. Multi-sensory strategies are emphasized, including a strong Orton-Gillingham approach.
Socio-Linguistic Approach - Language in context, cultural variation and respect for other languages are emphasized. Respect for the various numerous forms of English is a basic tenet of our approach.
BEFORE
AFTER
“My name is J.N. Before I started working with Nancy, my handwriting was dreadful. I could not spell, read and write neatly. I had bad grammar. I was 12 years old and so I was kind of old but I was very behind. Then, I started working with Nancy and in under a year, I write neater and learned how to write in cursive. At the beginning, it was hard, then the more I worked, it got substantially easier.
I have worked on Explode the Code which teaches spelling and reading. There are other books, too. I got to read a novel called Hatchet. With this fun book, I learned how to not skip or guess words and how to pronounce them. I also learned how to understand and think about what I am reading.
I still have to go a long way to reach my true potential and I will!”
J.N., age 13
Contact us.
nrsteinbock@gmail.com
(508) 627 -7809 / (508) 614-0906
55 Pilgrim Road
Edgartown, Massachusetts 02539 USA
Nancy Rose Steinbock, M.A., CCC-SLP
Speech-Language Pathologist
Literacy Learning Specialist
EL Specialist
Co-Founder: Martha's Vineyard Language & Literacy Project
NPI#1881195683
MA License #76690
NY License #002909
ASHA #00895235
