Log in

Log in

"I can finally be comfortable and confident knowing that I am bringing the best to my students. I love that I have a large community of experts and passionate educators to learn and grow with.  I know that this is the beginning of something big in my teaching practice and for transformative progress in my students". 
- Former public school reading specialist

 "Throughout this process I have come to realize that I have found my niche as an Academic Therapist working with kiddos that are severely impacted with dyslexia and comorbidities as well. I enjoy working with these challenging kiddos and have been successful in helping them progress through the Sounds In Syllables journey." 

Jamie Levy, ASDEC Academic Language Therapist, Maryland

ONLINE Language 1: Sounds in Syllables: Structured Literacy

 Required for  Therapy Level Certification

Developed by Sandra Dillon, Director of the Multisensory Language Training Institute of New Mexico, Sounds In Syllables (SIS) is the most powerful Orton-Gillingham approach to teaching reading (decoding, fluency, and comprehension), spelling, writing, and the foundations of syntax and grammar. In developing SIS, Ms.Dillon incorporated teaching methods she learned directly from Patricia and Charles Lindamood, Beth Slingerland, and Aylett Royal Cox, author of Alphabetic Phonics.  These methods integrate evidence-based practice from neurology, cognitive sciences, psychology, speech-language pathology, and linguistics to produce the most durable remediation for students with even the most severe learning disabilities.  

Academic Therapists learn the precise articulation of the sounds of English and sound-symbol relationships.  They learn to "cement" learning by using multisensory methods that trigger positive changes in the way students process learning.  Research on these strategies demonstrates that multisensory approaches delivered through the repetitive, simultaneous, methods of SIS actually strengthen weak neural pathways and build new ones. This is why SIS students retain the reading and language skills they learn in order to achieve academic success long after they have completed their work with ASDEC therapists.

The American Academy of Pediatrics (AAP) considers Multisensory Structured Language Education techniques such as those used in SIS to be the most effective method to teach dyslexic students. In a recent report from the Academy, Dr. Sheryl Handler and Dr. Walter Fierson explain:

Most children with dyslexia need help from a teacher, tutor, or therapist who has been specially trained in using a multisensory, structured language approach. It is important for these children to be taught by a sequenced systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Highly structured daily intensive individualized instruction by an educational therapist or skilled teacher specially trained in explicitly teaching phonemic awareness and the application of phonics is the foundation for remedial programs.In addition, students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word-recognition skills. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. The approach to learning decoding begins with detailed instruction in phonemic awareness and then progresses to sound-symbol association (alphabetic principle), phonics, awareness of rhyme, and word segmentation. Pediatrics Vol. 127 No. 3 March 2011 ppe818-e856

SIS includes the following Critical Literacy Components

  • Phonology
  • Phonemic awareness
  • Decoding and spelling
  • Fluency
  • Vocabulary
  • Comprehension
  • Writing

SIS Uses Differentiated Instruction Techniques that are:

  • Diagnostic
  • Prescriptive
  • Multisensory
  • Phonics-based
  • Systematic, structured and sequential

SIS Academic Therapists Learn:

  • Information from current reading research
  • The rationale for multisensory instruction
  • Stages of reading development
  • Phonology, including phonemic awareness
  • Graphophonemic relationships (symbol/sound correspondence)
  • Morphology (meaning units of word parts)
  • Semantics (Vocabulary and syntax)
  • The influence of etymology (word origins) on spelling
  • Multisensory spelling techniques for phonetic and non-phonetic words
  • Syllabication
  • Strategies for building fluency and comprehension
  • Lesson Planning
  • Diagnostic Teaching
  • Adapting instruction to students’ individual needs

For more information View the PDF.

Register now 

Summer 2024: June 17-June 28, 2024 from 9:00-4:00 daily

Graduate Credit Available From Trinity University for an additional fee - contact [email protected] for a registration form

ASDEC - Dyslexia Therapy, Training, and Parent Advocacy

3500 East West Hwy

Suite 1418-177

Hyattsville, MD 20782-1916

Phone: 301-762-2414
Email: [email protected]

Copyright ©2019. ASDEC All rights reserved.

ASDEC is accredited by the International Mulitsensory Structured Language Education Council (IMSLEC), one of two organizations in the US to receive the International Dyslexia Association (IDA) endorsement for meeting teacher training standards in reading.

Powered by Wild Apricot Membership Software