At Bright Beginnings, the class sizes are very small. We assess your child’s weaknesses as well as strengths to determine a starting point in all of the instructional areas. Each child is unique in their abilities and challenged accordingly.
At Bright Beginnings, your child will be receiving 1 hour of Language Therapy each day. It is designed to meet the needs of children who are struggling with reading and/or spelling difficulties. Students are required to have completed one year of kindergarten before entering this program. Basic Language Skills 1 is used for first year students, with the option to follow through Basic Language Skills 2 and Basic Language Skills 3. Most students show great gains in reading after completing the intense therapy.
Our program uses an Orton-Gillingham approach to give explicit and direct instruction that incorporates multi-sensory teaching so students can discover and apply concepts by linking listening, speaking, reading, and writing. The program is cumulative; therefore, new information is built on from previously learned material because concepts resurface continually. Decoding is balanced with comprehension, and the mechanics of writing are balanced with creativity and composition. Although all students can benefit from this scientific, research based curriculum, it is designed for students with dyslexia.
Within each day, the same amount of time is spent with math instruction. We utilize the Math-U-See program which is taught with a ‘hands-on’ approach as well. Much time is also spent playing math games in small groups to practice the skills they have learned. Children also have access to Reflex Math on computers to ‘play’ and reinforce skills.
Also with our program, the children have time to unwind with P.E., art and music. An art teacher works with the children twice a week, specializing in techniques and artist studies. Social Studies and Science concepts are mostly taught through projects the children make in class. Dyslexic children are very creative and learn more by building and expressing themselves through projects.
Homework is kept to a minimum. By the end of the day, the children have been in such intense instruction, they need some time to unwind and just be kids. Our reading program is online and tablets are utilized for school and home work. The online reading stories are so engaging, the children really ‘want’ to do their homework.
Report cards are issued each quarter to indicate the progress the children have made mastering the skills they have been taught. Letter grades will be given in grades 4-6. In other grades, instead of letter grades, an (M) is given to show that they have ‘Mastered’ the skill or an (I) for ‘In Progress’. Our goal is for the child to learn, not stress. We want them to be confident learners and be ready to enter into middle school with assurance and independence.
If children who are dyslexic get effective training using the Orton-Gillingham methodology beginning in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until 3rd grade.
74% of the children who are poor readers in 3rd grade remain poor readers in the 9th grade. Often they will be poor readers as adults.