At the start of the school year, Florida second grader Mia Nunez couldn’t read. But after a dyslexia diagnosis and 10 months of IMSE’s Orton-Gillingham lessons, Mia now reads at a third-grade level and is itching to dive into her…

At the Institute of Multi-Sensory Education, we’ve worked with some of the largest school districts in the nation — and some of the smallest charter schools. The goal is always the same: to train teachers in fun, engaging and proven…

Dear Teachers, As educators, each new school year brings a refreshed sense of excitement and a hunger to teach and inspire. A new school year also offers new opportunities to improve upon the many challenges we often face in the…

The Orton-Gillingham approach was developed in the 1930s by a neurologist named Dr. Samuel T. Orton and an educator named Anna Gillingham primarily for children with reading difficulties and dyslexia. The approach has been researched, used, tested, and proven to…

While many of the fundamentals of reading and learning have remained the same over the decades, increased implementation of various technologies and new research has brought fresh perspectives and information. In honor of March is Reading Month, the Journal took…

Without the proper support and education, dyslexia can often leave eager students feeling self-conscious and inadequate.  Despite difficulties in reading, there seems to be a theme that those with dyslexia are often destined for greatness. In fact, many of the…

As the Internet, ebooks and digital reading materials have become more accessible, schools and libraries across the country have assumed that younger readers, having grown up in the digital age, simply prefer an online reading experience to traditional books. In…

They may be the smallest units of language, but the morpheme is a powerhouse. Understanding how morphemes work can help readers supercharge their vocabularies, help them unlock meaning in unfamiliar words and make for more confident readers.

Phonemic awareness is a crucial step on the path of learning to read. We examine how this skill came to be recognized, both in literacy research and in the classroom.