In the larger sense of the word, dyslexia signifies a problem with respect to words: written or spoken words, words of speech, words that are recalled on command, the organization and memorization of words, and words that conform to complex rules which originate from foreign languages (Thomas G. West)[i].

 

For a printable version of the following download The SMT Method.

Students who are at risk for dyslexia undertake a language re-education program, Simultaneous Multisensory Teaching (S.M.T.) for English speaking students and Enseignement multisensoriel simultanné (E.M.S.) for French speaking students based on Orton-Gillingham remediation. The program has been developed to meet the needs of students, of all ages, who need a more thorough knowledge of the structure of written language, and a solid understanding of the association of sounds and symbols, before learning how to apply the concepts and rules of written language. This method has proven highly effective for students who have varying degrees of dyslexia.

 

The objective of the S.M.T. method is to teach reading, writing and spelling, with an emphasis on reading accuracy in the early stages, followed by thorough comprehension of the written language and its structures. The material is presented in short sequential steps, and proceeds at the students own pace to help develop self-confidence in the language arts. To be of practical use for teachers and parents, this method entails detailed lesson plans that outline the pedagogical objectives and expected outcomes for each step. The S.M.T. manual includes explanatory notes on the causes and effects of dyslexia to give teachers insight into the perspectives of a person with dyslexia. 

 

S.M.T. differs from other multi-sensory teaching approaches. It incorporates the development of phonologic and phonemic awareness in the following learning techniques and strategies:

• visual and auditory discrimination;

• bimanual reading in Braille dots to develop a “tactile vision”;

• direct teaching of non-image words;

• an emphasis on diction;   

• the etymology of English words. 

Advantages of S.M.T:

• It can be taught to students of all ages and all grade levels. 

• It allows much earlier intervention for children with dyslexia, even if they have not been formally diagnosed, because it can be taught as early as grade one. 

• Although developed specifically for dyslexic students, this method can be used for all grade one children to prevent reading failure and to reduce the need for remedial help later on. 

• Teaching the S.M.T. to the entire class can reduce the cost of specialized teaching for a limited number of students at one time. Each lesson is detailed and meticulously prepared, and could be used immediately by most elementary school teachers.

 

In addition to specialized language instruction, provided individually or in small groups, simultaneous multisensory approaches to instruction are utilized within the classroom environment.