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Presented by: Kelly Palmer, M. Ed. RED 6548 Spring 2010 “When the code is learned, the reading comes easily.” Arlene Sonday

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Page 1: Sonday Systems Powerpoint[1] Revised[1]

Presented by:

Kelly Palmer, M. Ed.

RED 6548

Spring 2010

“When the code is learned, the reading comes easily.”

Arlene Sonday

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An Overview of the

program

The Sonday System 1is multisensory structured language program based on Orton-Gillingham,

which is an instructional approach intended primarily for use

with persons who have difficulty with

reading, spelling, and

writing of the

sort associated with dyslexia.

It is most properly understood and practiced as an approach,not a method, program, system or technique.

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What is the Sonday

System?

The Sonday System is a unique and individualized curriculum based on the Orton-Gillingham philosophy that aims to help students improve their reading and spelling skills.

It was developed by Arlene Sonday, founding fellow and first president of the Academy of Orton GillinghamPractitioners and Educators (AOGPE).

It is appropriate for all ages and skill levels, pre -reading through college prep.

It meets the standards outlined by The National Reading Panel, The National Institutes of Health and Human Services and No Child Left Behind.

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The Orton-Gillingham Approach has been integrating what are now known as the five

dimensions of reading into lesson plans for over four decades.

These lessons incorporate phonemic awareness,

systematic-explicit phonics, automaticity, fluency, vocabulary and comprehension.

The Sonday System—Learning to Read product line includes 3 programs: Let’s Play Learn,

Sonday System 1 and Sonday System 2. Through a combination of highly organized, Orton-

Gillingham based materials and ongoing training, Winsor Learning can prepare any teacher to

correctly identify and effectively remediate students at every level of instruction, Pre-K to Adult.

The Sonday System product line puts research into practice. It is easy to use and easy to

replicate.

The teacher training program is fully aligned with the precepts of state standards, No Child

Left Behind/Reading First, and IDEA.

The ongoing training program builds a foundation that will

increase knowledge and skills related to science-based literacy instruction for all teachers, tutors

and paraprofessionals.

Interesting facts about Sonday:

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Winsor Learning and Sonday Systems began over

40 years ago.

The Sonday System product line enables teachers to use

multisensory language instruction quickly and successfully

because the design is streamlined and uncomplicated, while the

directions are explicit and easily understood.

Windsor Learning provides ongoing and sustained professional

development to enable teachers and other administrators to

understand the science and psychology of oral and written language.

This knowledge enables easy integration into existing curricula.

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The Sonday System was developed by:

Arlene SondayA Founding Fellow of the Academy of Orton-

Gillingham Practitioners and Educators

author, the Sonday System ­ Learning to Read, a

reading/spelling curriculum,

Holds a Masters of Arts Degree in Special

Education

She is an instructor at Fairleigh Dickinson

University, New Jersey, and Hamline

University, Minnesota

A member of the Advisory Council, Scottish Rite

Children's Learning Centers

Past Vice-President, The International Dyslexia

Association

consultant for the software program, Ultra Phonics

Tutor.

A member of the Advisory Council, Scottish

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Who or What is Orton-Gillingham?

Orton-Gillingham (OG) is a philosophy, not a

curriculum, for teaching the structure and code of the

English language. The philosophy has been in use since

the 1930s and the techniques are

sequential, systematic, multi-sensory and cumulative. The

system relies on phonics and progresses from teaching the

fundamentals of word formation to advanced level word

attack. The brainchild of Samuel Torrey Orton, a

neuropsychiatrist and pathologist, and Anna

Gillingham, an educator and psychologist, their

philosophy is based on Orton’s extensive studies of

children with language processing difficulties like those of

dyslexia. Together they developed a teaching approach to

help these children.

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Who were Orton and Gillingham?

Samuel Torrey Orton (1879-1948), a neuropsychiatrist and

pathologist, was a pioneer in focusing attention on reading failure

and related language processing difficulties. He brought together neuroscientific

information and principles of remediation. As early as the 1920s, he had extensively

studied children with the kind of language processing difficulties now commonly

associated with dyslexia and had formulated a set of teaching principles and practices

for such children.

Anna Gillingham (1878-1963) was a gifted educator and

psychologist with a superb mastery of the language. Working with

Dr. Orton, she trained teachers and compiled and published

instructional materials. Over the last half century the Orton-Gillingham approach

has been the seminal and most influential intervention designed expressly for

remediating the language processing problems of children and adults with dyslexia.

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The Orton-Gillingham Multisensory

Method

The goal was to create a sequential

system that builds on itself in an almost

3-dimensional way.

It must show how sounds and letters

are related and how they act in words

it must also show how to attack a word

and break it into smaller pieces.

it must be a multi-sensory approach, as

dyslexic people learn best by involving all

of their senses:

visual, auditory, tactile, and kinesthetic

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STATISTICS SHOW:

According to G. Reid Lyon, Ph.D. in his article

Reading Disabilities; Why Do Some Children Have Difficulty Learning To Read? What Can Be Done About It?38% of fourth graders nationally cannot read at basic level,

that is they cannot read and understand a short paragraph

similar to that in a children's book.

Substantial research supported by NICHD shows clearly that without

systematic, focused, and intensive intervention the majority of children rarely

"catch up." Failure to develop basic reading by age nine predicts a lifetime of

illiteracy.

With proper early instruction, the national prevalence of reading failure can

be reduced significantly.

By putting in place well designed, evidence based, early

identification, prevention, and early intervention programs in our public

schools, the data strongly shows that 20 million children today suffering from

reading failure could be reduced by approximately two-thirds.

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More Research:

In the article, The Efficacy of a Supplemental Multisensory Reading Program for First Grade Students, (2008) written by

Deborah Sheffel, a study was conducted to examine the

effectiveness of an Orton- Gillingham based multi-sensory

reading program as a supplement to regular first grade

classroom instruction.

Both comparison and treatment groups were taught using

the district's core reading program during a ninety minute

reading block, and the treatment group's reading instruction

was supplemented with an Institute of Multi-Sensory

Education (IMSE) reading program for thirty minutes per

day.

The most dramatic improvement was in alphabetic

principal skills. There was substantial evidence that

phonemic awareness skills improved more for students in the

treatment group than in the comparison group.

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So what do struggling readers need?

The Orton-Gillingham Approach always is focused upon the learning needs

of the individual student. Students with dyslexia need to master the same

basic knowledge about language and its relationship to our writing system as

any who seek to become competent readers and writers.

However, because of their dyslexia, they need more help than most people

in sorting, recognizing, and organizing the raw materials of language for

thinking and use.

Language elements that non-dyslexic learners acquire easily must be

taught directly and systematically.

Sonday System has these components:

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Instructional Strategies: 10 Ef fect ive Practices

•Simultaneous Multisensory Instruction-Empowers students to store and retrieve information by utilizing their auditory, visual, tactile, and

kinesthetic senses. In order to develop multisensory associations, reading instruction must include the

teaching of spelling and handwriting.

•Lots of practice following intense instructionProvides many opportunities to practice new material.

•Direct, explicit instructionProvides the opportunity to learn everything about the English language that they cannot process intuitively.

The teacher presentations employs lesson formats which ensure that the student approaches the learning

experience understanding what is to be learned, why it is be learned, and how it is be learned.

•Systematic and cumulativeHelps students learn the logic behind their language. Teach one rule at a time and practice it until it

is over learned for both reading and writing before adding a new rule. You must also weave previously

learned rules into current lessons to keep them available for application. This is called spiraling.

•Synthetic and analytic phonicsInstruction is required in order to both blend sounds into a word (synthetic) and to look at a word

and break it into individual sounds (analytic)

The teacher presentations employs lesson formats which ensure that the student approaches the learning

experience understanding what is to be learned, why it is be learned, and how it is be learned.

•Diagnostic and prescriptiveAllows the tutor to continually assess whether the student understands the rules and can apply them.

When confusion of a previously taught rule is discovered it must be retaught.

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Rereading Levels 1-5

1. Learning the alphabet

2. Developing Listening Skills

3. Printing Letters

4. Sound Puzzles

5. Letter to Sound Skills

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The Sonday System 1

Logical sequence of Instruction:

1. Read Sounds

2. Spell Sounds

3. Read Words

4. Spell Words

5. Introduce new Material

6. Rea aloud

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The Four Steps to Student Success

1. Assess, gather, Enter and Analyze data

2. Plan the intervention

3. Implement the intervention

4. . Monitor Progress- Evaluate Effectiveness

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Because every student has different

needs, there are no preconceived

timelines or paths of progression. All

sessions are individualized. We

constantly monitor student progress

through teacher observation and formal

evaluations every four months. We rely

on our own assessments, as well as

feedback from teachers, parents and the

students themselves, to determine

success. Some students may reach their

goals within months; others may benefit

from our services for years.

How long are students in the program?

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The Orton-Gillingham Approach is most often associated with a

one-on-one teacher-student instructional model. Its use in small group

instruction is not uncommon.

A successful adaptation of the approach has demonstrated its

value for class-room instruction. Reading, spelling and writing difficulties

have been the dominant focus of the approach although it has been successfully

adapted for use with students who exhibit difficulty with mathematics.

Reading and Math?

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Video of the

Sonday System

http://www.winsorlearning.com/site/video

s/

"Reading is the most important academic

skill and the foundation for all academic

learning. Teaching children to read must

be our highest priority."

--California Task Force on Reading,

Every Child a Reader