Phonemic awareness is a prerequisite to phonics, and serves as a powerful predictor of later reading achievement. Before you can teach a child "C" is for Cat, they must first learn how to form the sound /k/ in their mouth. When given the three individual sounds /p/- /a/- /t/, children who are phonemically aware understand that the word is pat. Successful training demands that children attend to spoken language, not lessons that simply ask students to name letters or tell which letters make which sounds (phonics).

• Children demonstrating weak phonemic awareness by the end of their first year of school are likely to demonstrate weak reading skills by grade five.
• 25% to 40% of all children will not be phonemically aware by the end of their first year of school.
• Children who do not acquire phonemic awareness skills before grade three will require four times more phonemic awareness instruction to ultimately acquire these skills in the upper grades.

MTI's Methodology is Unique

The Multisensory Training Institute's instruction far exceeds the typical phonemic awareness instruction of rhyme and word play. MTI's unique instruction delivers three core components to GUARANTEE a student's foundational reading base.

DISCRIMINATION: Teachers will discriminate between sounds (phonemes) by not only HEARING the similarities and differences, but by also FEELING and SEEING, how the sounds are produced in their mouths.

SEQUENCING: Teachers acquire the concepts of blending and segmenting sounds in sequence ( /ch/-/o/- /p/ is chop ) to systematically attack words, a foundation for the development of future reading and spelling.

MANIPULATION: Teachers will manipulate a single sound within a word to produce a similarly sounding but different word (remove the /t/ from stand and you get sand ) this enables the student's later self-correction in reading and spelling.