Learning Support
Sterne's Approach to Learning Support
- Dyslexia Intervention
- Math Intervention
- SEL and Executive Function Support (for ADHD)
- Accommodations & Interventions
Dyslexia Intervention
- I suspect my child has dyslexia or a reading challenge... now what?
- Sterne READS: Our Dyslexia Intervention Program
- Sterne READS: Our program's framework
I suspect my child has dyslexia or a reading challenge... now what?
It’s an all-too-common experience at Sterne for families to wait until 6th grade to switch schools.
Unfortunately, by this point, many students have developed anxiety about reading aloud or writing in class; their self-esteem may be suffering, and some students may even withdraw or attempt to avoid school altogether.
4th grade presents a crucial shift from “learning to read” to “reading to learn.” At this level, children begin synthesizing information across texts and the curriculum, and the amount of reading and writing at school greatly increases.
Often, parents are the first to identify a reading problem. And you can play an active role in your child’s reading development by getting help as early as possible. Here are a few things to look for that may indicate a reading problem:
- My child doesn’t recognize common “sight words” when they read
- My child struggles to “sound out” words phonetically
- My child doesn’t do well on spelling tests and/or demonstrates inconsistent spelling of common words
- When my child reads aloud, they read very slowly, skip over words and/or invent words
- My child avoids reading and writing
On the flipside, many struggling readers and writers demonstrate strengths in these areas:
- Oral comprehension (when a text is read aloud)
- Oral vocabulary
- Artistic or musical abilities
- Making and engineering
- Interpersonal skills and emotional intelligence
Sterne READS: Our Dyslexia Intervention Program
Sterne READS
Reading Education And Dyslexia Support
Sterne School’s intensive dyslexia intervention program
Dyslexic students need intensive and structured literacy intervention to achieve success in reading and school. We know that these learners are not limited in their capacity to understand, process, and express sophisticated concepts. This understanding drives our approach, and it is the reason why Sterne READS is not a pull-out program, but rather, a comprehensive intervention program embedded in our English Language Arts courses.
Our unique intervention model, based on the Orton-Gillingham approach, integrates dyslexia support within English Language Arts classes. Students participate in shared learning experiences like novels, workshops, and writing projects with their peers. Our inclusive design provides individualized support while keeping students connected to their classmates, teachers, and grade-level curriculum.
The framework of our program is composed of seven key aspects:
-
Targeted, personalized intervention
-
Multi-sensory instruction for skill-building
-
Daily practice in phonics, syllables, and phrasing
-
Linking spelling, reading and writing
-
Word study and vocabulary instruction
-
Applying skills to novels and texts
-
Bypass strategies and assistive technology
For an in-depth explanation of each of these components, expand the menu below.
Sterne READS: Our program's framework
Targeted, personalized intervention
Our class sizes are between 5-8 students, which allows for direct feedback and a strong student-teacher relationship. Using data collected from reading and spelling assessments, we can provide personalized, targeted instruction. We recognize that many of our students have developed compensatory strategies and bypass mechanisms by fourth grade, so our program builds on those strengths. Our motto is, “Move as fast as we can, and as slow as we must.”
Multi-sensory instruction for skill-building
Color-coded magnetic letter boards are a key component of our program. This is a strong visual element that helps students identify and practice all the sounds in our English language. They learn that each magnet has a “home” and belongs to a specific letter family. As students build words, they engage their fine motor skills, learn kinesthetic motions for each letter sound and word, and develop their visual memory. Seat time during this instructional process is thoughtfully considered; there are many opportunities for movement throughout the lesson.
Daily practice in phonics, syllables, and phrasing
Students receive daily lessons and practice in letter/sound correspondence, spelling, and fluency. Unlike other programs that may have targeted instruction only a few times a week, students enrolled in the READS program receive daily instruction in their ELA class, focusing on increasing fluency and spelling. Regularly activating the phonetic area of the brain is important for students with dyslexia. From repetitive quick exercises on the magnetic board, to auditory phonetic games, and identifying the six syllable types, teachers intentionally bring awareness to sound and symbol.
Linking spelling, reading, and writing
It is important to acknowledge the inherent link between all aspects of literacy – spelling, reading, and writing. Spelling is all about understanding patterns and knowing that 85% of the English language spelling is predictable. As students strengthen their spelling, they can better decode words when reading. When reading becomes more fluent, they will be able to construct words and sentences for writing. Important to the Sterne READS program is the acknowledgement that spelling rules and patterns must be expressly taught because students with dyslexia so often struggle with visual memory. Memorizing words or spelling lists is not a simple or reliable strategy. Multi-sensory spelling instruction, word list study, and weekly quizzes reinforce and assess students’ understanding of these essential spelling rules and concepts.
In the Sterne READS program, writing is something that happens often and is celebrated. The Jane Schaffer writing method provides a color-coded, highly structured process of writing from sentence structure, to paragraphing, to essay-generation. Students in the Sterne READS program engage in weekly informal writing assignments where they can practice these skills. Students use computers for typing, spelling, and grammar checks. Normal writing assignments are scaffolded and chunked into manageable pieces to build confidence and capability.
Word study and vocabulary instruction
Morphology, or the study of the parts of words, is a key piece to understanding how English works. As a part of our scope and sequence of the Sterne READS program, students study prefixes, suffixes, and base words. They start with the most common suffixes (–tion, –er, –ness) before moving into Latin and Greek/Latin bases. These are directly tied into reading assignments and spelling lists.
Applying skills to novels and texts
It is common in many phonics programs for students to study language without participating in meaningful reading. The Sterne READS program ensures that students read books every day. This provides the crucial link between spelling, reading, and writing, and builds students’ fluency, comprehension, and confidence. At Sterne, we believe if you're going to learn how to ride a bike, you should stop studying the pieces and just hop on the bike. We read books.
Leveled chapter books reinforce spelling word lists and weekly concepts, and are assigned at students “stretch level” so they are appropriately challenged. All books and instruction are rooted in Common Core standards for comprehension, text and craft, and parts of a story.
Bypass strategies and assistive technology
Each student at Sterne has a Chromebook with assistive technology software, including audio books, text-to-speech, dictation, grammar and spell check. Teachers are trained in all aspects of this technology, and in turn, work with students to use it consistently, appropriately, and to its fullest capacity.
Math Intervention
Skill-based placement ensures that math students are learning with a cohort that requires similar support, whether they have lagging skills or need a more advanced curriculum.
Our Learning Specialists have created math intervention programs to support students with dyscalculia or other challenges in math in small and whole-group instructional models.
SEL and Executive Function Support (for ADHD)
Sterne partners with The Institute for Social Emotional Learning (IFSEL) for an evidence-based CASEL-aligned program (Collaborative for Academic, Social, and Emotional Learning). Sterne faculty receive training that includes practical tools, approaches, collaboration, and reflection to create a caring and inclusive community. Monday Meetings, peer mentorship programs, counselor-led groups and activities, and a thematic, experiential SEL framework, teach vital skills and promote student leadership and self-awareness.
By 4th grade, students are often expected to spend extended periods of time in desks, listening, note-taking, and responding to classroom discussions in a seminar-style format. Sterne’s 4th and 5th grade program takes a developmental, multi-sensory approach to learning that works not only for students who may experience challenges with attention (ADHD), but also for students who simply benefit from more movement, interaction, and support in classroom pacing and visual/auditory input.
A typical 4th & 5th grade classroom emphasizes:
- Safe, nurturing environment with teachers who really care
- A “bully-free” and inclusive space where students can be themselves
- Explicit teaching of organizational processes and skills
- Built-in movement time
- SEL support for interpersonal and intrapersonal relationship-building
- Creative exploration, curiosity, and hands-on learning opportunities
Accommodations & Interventions
Learning Supports
- Flexible and supportive approach to homework
- Universal access to text-speech and speech-text software
- Small group instruction supplemented with push-in from learning specialists
- Assignments tailored to learning needs
- Flexible groupings according to instructional level
- Self-monitoring system to promote self-regulation, self-awareness, and perspective taking