About us :- Virtual Individualized Therapeutic Multisensory Structured Systematic Sequential Interactive Engaging Evidence - Based
- Virtual
- Individualized
- Therapeutic Approach
- Multisensory Teaching
- Structured Literacy
- Systematic and Sequential Instruction
- Interactive and Engaging Lessons
- Evidence Based Remedial Instruction
DESIGNS FOR LITERACY
(ABOUT US)
Designs for Literacy was born out of a desire to serve the ever-expanding population of students with dyslexia and other language-based learning disabilities. We provide effective virtual, one on one therapy in reading, spelling, handwriting and written expression to students using an online platform. Individualized instruction is provided to students with dyslexia, and to struggling readers, who may or may not have a diagnosis of dyslexia. Therapists have specialized training in the use of Orton-Gillingham; a Structured Literacy Approach that is individualized and unique to the specific learner. Therapy is tailored as per the needs of the students utilizing the Pre-Flight curriculum/Take Flight intervention and supplemented by the Multisensory Teaching Approach (MTA) program. Lexercise, an online reading and writing therapy, is another curriculum used to address language processing difficulties such as dyslexia, dysgraphia, and specific language impairment.
Instructions are based on programs that support the research-proven Components of Effective Reading Instruction identified by the National Reading Panel; phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Instructional delivery involves using a Multisensory Structured Language Approach that utilizes all modalities (visual, auditory, kinesthetic-tactile) simultaneously in order to enhance memory and learning. The lessons begin from the most basic concepts and progress to more difficult material. Each concept is based on those already learned and is taught directly. Previously taught concepts are reviewed systematically in order to strengthen memory. Teaching is planned based on careful and continuous assessment of the individual’s needs. Each lesson addresses all levels of language including sounds, symbols, meaningful word parts(prefix, suffix, and root words), word and phrase meanings, sentences and longer passages, and the social uses of language. The lessons focus on phonological awareness, phonics and decoding, spelling, vocabulary development, and comprehension skills. Lessons are designed to meet the unique needs of each student. Teaching is interactive and engaging and keeps the students’ motivated to learn.
SHARMIN ALLIBHOY
M.A.T., CALT, C-SLDS, LDT
( OUR FOUNDER )
( OUR FOUNDER )
Reading is a miraculous skill. It requires proficiency in many areas – phonemic awareness, phonics, vocabulary, fluency, comprehension, working memory, attention, logic, and critical thinking.
Acquiring and using written language is difficult for many students such as those, with dyslexia and language-based learning challenges. Working with students in individualized settings, I became increasingly aware of the need for literacy training and evidence-based interventions for children with reading challenges.
Designs for Literacy was born out of a desire to serve the ever-expanding population of students with dyslexia and other language-based learning disabilities.
I am the owner and founder of Designs For Literacy. I am a Certified Academic Language Therapist (CALT) endorsed by the Academic Language Therapy Association (ALTA) and a Licensed Dyslexia Therapist (LDT) specializing in the remediation of dyslexia and related language-based learning disabilities.
I am certified by the International Dyslexia Association (IDA) as a Structured Literacy Dyslexia Specialist (SLDS). As a part of language therapy certification in the Take Flight program developed by the Texas Scottish Rite Hospital for Children, I have 700 plus clinical teaching hours. I hold a Masters of Arts (M.A.T.) degree from Dallas Baptist University with an emphasis on Multi-sensory Teaching students with dyslexia and language-based disabilities.
My many years of teaching experiences include working with students with various learning differences including attention deficit disorder, who may or may not have a formal diagnosis of dyslexia but would benefit from additional reading support. As an Academic Language Therapist, my work experience at private schools included providing multi-sensory therapy and remedial instruction to elementary, middle, and high students with dyslexia and related learning differences, such as dysgraphia, written expression disorders, and other learning differences.
Empowering struggling readers by teaching them strategies to acquire and retain language skills is my passion and commitment. All children have the capacity to learn. By understanding students’ individual strengths and weaknesses and giving them structured, systematic, and sequential instruction based on phonology, academic success is attainable for students with dyslexia and for those with other reading challenges. Students will thrive when they are given the tools and insights they need to support their unique way of learning. Their frustration will be replaced by enthusiasm and low self-esteem will be replaced by confidence.
My teaching techniques and intervention strategies using a therapeutic approach are appropriate for all learners and are designed to help close the achievement gap thus allowing students to reach their academic potential and attain success. Lessons designed to meet the unique needs of each student are interactive and engaging keeping students motivated to learn.
I have successfully delivered highly effective lesson plans resulting in a celebration of success in learning to read. The goal is to equip students with tools and strategies to be able to read and empower them by focusing on their strengths. While early diagnosis and intervention are critical for reading success, I believe that all students can learn with compassion and understanding and deserve their needs to be met with the most effective evidence-based intervention available.
