Dyslexia Therapy & Reading Intervention

for Students

Diagnosed with dyslexia or not, an Orton-Gillingham based method is highly beneficial for struggling readers. We design individualized and group instruction. Below are two programs we use to ensure maximum progress.


What is the DuBard Association Method?

The DuBard Association Method has been used by the DuBard School for Language Disorders at the University of Southern Mississippi since 1962. 

It benefits students with severe language-speech disorders, hearing impairments, learning disabilities, dyslexia, autism spectrum disorders, and other issues. 

The Association Method meets the criteria of the National Reading Panel (2000) for a scientifically-based reading program for including instruction in: 

  • phonemic awareness

  • phonics

  • vocabulary

  • fluency

  • text comprehension



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What is Neuhaus?

Neuhaus Education Center was founded in 1980 by a group of parents and teachers who were interested in bringing effective Orton-Gillingham-based reading instruction to Houston. 

Neuhaus Education Center's Curriculum for the student with dyslexia is Basic Language Skills, a curriculum for instruction in reading, writing, and spelling that utilizes multi-sensory teaching techniques. 

The research-based components of Neuhaus Education Center's Basic Language Skills for students with dyslexia include:

  • Phonemic awareness

  • Instant letter recognition

  • Explicit instruction in decoding (phonics)

  • Extended reading in connected text to develop fluency

  • Explicit instruction in spelling

Spelling Deck
Spelling Deck

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Reading Practice
Reading Practice

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Reading Deck
Reading Deck

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Special Features of the DuBard Association Method

  • Multisensory teaching that includes the use of visual, auditory, motor-kinesthetic and tactile (VAKT) cues for learning

  • Use of the Northampton Symbol system for teaching sound-symbol relationships for reading

  • Use of cursive writing for initial instruction. Students learn to read manuscript but write only in cursive

  • A slower rate of speech is uses to give the students more time to understand what is being said; it also enhances the articulation of the speaker

  • Precise articulation is required from the beginning

  • Color differentiation

  • An individual student book is made as he/she progresses through the method

  • The method implemented in a manner that is incremental and systematic.

  • Instruction in phonetic rules is delayed until the upper levels of the DuBard Association Method

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