Each year, children who struggle with reading attend Longleaf Academy’s intense 6-week summer program. In the Summer Academy program, children will acquire powerful word attack and spelling skills using the Orton-GillinghamApproach.
Students will also make gains in phonemic awareness, a necessary pre-requisite skill for the development of phonics and reading fluency. Reading research has determined that phonemic awareness promotes strong decoding and spelling skills.
Sessions are 90 minutes long and students meet in a 4:1 student/teacher ratio each Monday through Thursday for 6 weeks. Longleaf Academy offers our Summer Academy Programs in two locations: Southern Pines and Fayetteville. During these sessions, your child will engage in a lesson designed especially for them, based upon the child’s present level of reading performance.
The secret to our success is our structured and sequential lesson plan that trains the “reading brain” in a whole to part/part to whole manner and engages the student’s cognitive skills. As always, instruction is administered from a highly trained Orton-Gillingham practitioner.
In addition to our intense and structured approach to reading remediation, students also develop necessary comprehension strategies so that connected text is understandable and not laborious. Helping students develop reading vocabulary is essential to understanding. Engaging the “reading brain” through the discovery of language and vocabulary, taps into the child’s curiosity to read. Because now, they can!
Longleaf Academy is dedicated to the success of our students; the betterment of their future as lifelong learners; and the philosophy that every child will succeed. Our mission is to empower children with dyslexia to become self-sufficient, intrinsic learners who are equipped with the ability to achieve academically, to enable private and charter schools the ability to offer effective remedial services to students who require specialized instruction, and outreach to communities to promote awareness and understanding of dyslexia.
Academic success is not only the responsibility of the student, but also the teacher. Children with learning differences need to learn how to learn. We believe that it is our responsibility to guide the student toward success by using research-based curriculum, individualized instruction that is multi-sensory, scientifically sound, systematic and cumulative.