Learning Support

Dyslexia Intervention

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

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

Grouping students based on instructional level ensures that they learn alongside others who need similar types of support. Whether that means smaller groups for intensive intervention, or taking a math class above grade level, our math classes are driven by the instructional needs of the students in them.

With an eye towards high school readiness, middle school students move through a standards based curriculum while cycling through previously learned skills on a daily basis through a program called Simple Solutions. This enables teachers to identify gaps in learning and address them.

Executive Function

Middle School students are developing the executive functioning skills they will need to take ownership of their learning experience. Executive Functioning support is integrated into the school day in two forms: external supports and student skill development.

Our homeroom period is a time when students organize materials and get a sense of what’s coming up in their schedule. Large assignments are thoughtfully chunked out into small steps, and then finished products are celebrated. Our online Portal provides a window into students' school work, allowing for further reinforcement at home.

Finally, we understand the impact that emotional regulation has on executive function, and we know that attention, memory, and the ability to concentrate all require some level of mindfulness. This work is built into every class.

Social Emotional Learning (SEL)

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.

As a middle school, social emotional learning is at the heart of all our work. Our 6th, 7th, and 8th graders are learning about themselves and each other and developing a sense of identity. We emphasize each community member’s role in creating a safe and inclusive learning environment, and we celebrate the things that make us unique.

We address skills such as emotional literacy, stress management, relationship maintenance, and conflict resolution in dedicated SEL classes and whenever a teachable moment arises. Every spring, we hold our annual schoolwide Puberty Education series.

Accommodations & Interventions