Literacy Development

Cameron, a 5-year-old boy in K1, faced concerns from his parents regarding his slower progress in reading compared to his peers, which could potentially hinder his transition to K2. He had limited knowledge of letter names and sounds, and couldn't read any sight words. Teachers found it challenging to hold Cameron's attention during literacy activities.

Our primary focus was to engage Cameron by understanding his interests and finding ways to motivate him. In the beginning, the educational therapist discovered Cameron's fascination with construction and building, so they utilized play dough to help him shape letters. Additionally, Cameron was introduced to simple sight words and utilized Lego blocks to represent letters, effectively "building" words. To further encourage his participation, Cameron enjoyed timed challenges to identify letters and read words, along with rapid naming tasks to enhance his fluency. Recognizing Cameron's preference for frequent changes, a variety of short, multisensory tasks were employed to develop his overall phonological awareness.

Through our well-structured and captivating sessions, Cameron achieved automatic recognition of all letter names and sounds. He also began reading common sight words and gained the ability to decode unfamiliar words using his newly acquired phonological skills, enabling him to read simple sentences independently. Cameron took pride in showcasing his progress and requested a new book to read during each session. As his confidence grew, he became more willing to engage in activities and extend his work duration. Cameron continued to thrive throughout his time in K2 and was fully prepared to transition to primary school when the time arrived.

Note: The identities of the individuals mentioned in the success story have been altered to maintain confidentiality.