Sentence Patterns in English

english sentence patterns

Readable letters and correctly spelled words are two must-have building blocks for literacy.

But literacy is more than words. To be literate students must be able to read and write sentences and paragraphs.

Writing is one of the most important skills that students develop during their K-12 schooling.  Teachers use writing to test what students know.  Students who struggle with writing are likely to struggle in school.  But even beyond school, people are judged by their writing. In text messages, emails, job applications, and work reports – writing matters!  People who have solid writing skills have a huge advantage over their peers! 

Writing also helps us learn! Writing improves:

  • memory
  • critical thinking
  • organization 
  • planning


Helping Struggling Readers with Sentence Patterns

Writing involves letters and words…in sentences!  Students often struggle to understand what is and what is not a sentence. They may struggle with writing clear, complete sentences.  Terms like phrase, clause, noun, adjective, and adverb don’t make much sense to struggling writers!  Before learning terms like those it helps to give students guided practice writing top-notch sentences.  This step-by-step plan can help:

  1. Write a base sentence by naming what is it about (the subject) and the action (the verb).
  2. Describe the action (add words to describe when, where, why how).
  3. Develop the action (move the verb phrases around and decide the best arrangement).
  4. Describe the subject (add words to describe which, what kind, how many).
  5. Look at each word and decide if there is a better word to use instead.
  6. Add punctuation, capitalization, and check spelling. Write the final sentence.


For example, a student was asked to write a sentence using this picture prompt.

illustration imageFollowing the 6-steps above the student started with a three-word base sentence, The girl looked.  

By step 6 the student had expanded the sentence to, The puzzled engineer squinted through the darkness at the flickering light on the distant tower.

When students can write such sentences independently they are ready to learn the eight terms that describe the roles words play in sentences:

    • Noun
    • Pronoun
    • Verb (including auxiliary verbs)
    • Adjective
    • Adverb
    • Article
    • Conjunction
    • Prepositions

These eight parts of speech are the building blocks for all kinds of sentence patterns! Sentences weave words into rich webs of meaning, making sentences a keystone of literacy. 

If you’d like to learn more about structured literacy, check out our Professional Courses and make sure you subscribe to our blog below for information and resources on literacy and dyslexia.


Foundational Concepts: Proficient Literacy

foundational concepts: proficient literacy

Dyslexic Students Can Become Proficient Readers and Writers

In our recent series on the building blocks for language and literacy, we looked at two foundational elements to proficient literacy:

  1. Comprehensible spoken input – language comprehension begins with spoken conversations in meaningful contexts
  2. Comprehensible written input – literacy emerges using the alphabet (letters) to represent words and meaning

For students on the dyslexia spectrum, fluency with written input is not automatic.


How Dyslexia Disrupts Proficient Literacy

The Simple View of Reading is a now universally accepted model in reading science. According to the Simple View, learning to read has two essential components: 

  • understanding spoken language (listening comprehension)
  • understanding the printed word (decoding and spelling) 

Children with dyslexia have a relative strength in spoken input and a relative weakness in written input. Sentences and paragraphs that would be easy to comprehend in spoken form become an exhausting challenge in written form.

Furthermore, these two “sides” of the Simple View formula have a multiplying effect when it comes to reading comprehension. For example, say a child is a 10 in listening comprehension but a 0 in decoding. If we multiply the two numbers, we can predict their reading comprehension will be 0. In other words, strength in one component cannot completely make up for weakness in the other.

Both components are essential for proficient literacy. Successful interventions must focus on giving each struggling reader the instruction and practice they need, matched to their pattern of strengths and weaknesses.


Overcoming Dyslexia 

There are three essentials for overcoming dyslexia: 

  • A structured literacy curriculum, delivered consistently as directed
  • A teacher or therapist who is an expert in the structure of the language
  • Daily or near-daily deliberate practice

How Structured Literacy Can Help 

Structured literacy is a science-backed, comprehensive approach to teaching reading, writing, and spelling that is widely accepted as the world’s most effective way to teach literacy and to help struggling readers and writers.” The International Dyslexia Association (IDA) explains that “Structured Literacy explicitly teaches systematic word identification/decoding strategies. These benefit most students and are vital for those with dyslexia.” This instruction includes the “analysis and production of language at all levels: sounds, spellings for sounds and syllables, patterns and conventions of the writing system, meaningful parts of words, sentences, paragraphs, and discourse within longer texts.”

the ladder of reading by nancy young
Nancy Young’s “Ladder of Reading” infographic shows the relationship between explicit instruction and learning to read.

A structured literacy approach is critical for dyslexics. But the same three essentials required to overcome dyslexia can benefit all students to some degree. Nancy Young’s wonderful infographic, “The Ladder of Reading,” illustrates the value of a structured literacy approach: students who are not dyslexic may not need as much direct instruction and practice to achieve proficiency, but all students can gain fluency and improve their literacy through this approach.

Struggling readers, and especially students with dyslexia, need to be taught to recognize individual speech sounds. But so do all readers when it comes to some words. It is only through explicit instruction and practice that readers and writers learn to discern the difference between (for example) to / too / two  …or… their / there / they’re …or… boys / boy’s / boys’ …or… how to approach an unfamiliar written word, working out its pronunciation and meaning. 


What’s Next for Your Struggling Reader

Lexercise clinical educators are experts in structured literacy. The approach is individualized to each child. It includes a print-to-speech (reading) and a speech-to-print (spelling) structured literacy curriculum plus a program of daily practice that is engaging, instructive, and builds awareness and memory. In the first eight weeks of using Lexercise with a qualified Lexercise therapist, most students improve their reading proficiency by one full grade level.

To learn more, explore our dyslexia treatment pages online or contact us to discuss your child’s specific needs.


Additional Resources

To see Nancy Young’s infographic and links to supporting research, click here. This infographic was updated in 2021, see what was updated here.


Building a System for Literacy

picture of a brain and how building systems of literacy would work

In a recent post, we discussed the value of using systems to achieve goals. In our last post, we talked about the importance of using a speech-to-print approach when teaching children to read. In this post, we’d like to tie those two ideas together and examine a little more closely the systems that support a speech-to-print literacy approach.

So, what is a system?

The Oxford English Dictionary defines a system as, “A set of principles or procedures according to which something is done; an organized scheme or method.” (System has several meanings, but this is the one that applies here.)

We’re surrounded by systems, even if we don’t think of them in those terms. A recipe is a system. Operating instructions are systems. Education itself is a system.

In its simplest form, a list is a system. In Checklist Manifesto: How to Get Things Right, Dr. Atul Gawande compellingly demonstrates how a simple checklist can reduce catastrophic errors in complex tasks, from performing surgery to flying an airplane.

So, can we use a checklist as a system to support a speech-to-print literacy approach? At Lexercise, we think the answer is Yes. Of course, for a science-supported, best-practice, speech-to-print approach, the list is not random. What is included on the checklist matters a great deal.

Here are 3 essential elements to include on your literacy checklist:

  1. Explicitly teach these concepts that explain how and why words are pronounced and spelled as they are, with a minimum of one 45-minute direct instruction lesson a week to be followed by daily review and practice. 
  • Explain each letter-sound, beginning with the speech sound and then connecting it with its letter symbol(s).  (For example,  the “m” sound is spelled -m-.)
  • Explain how to pronounce each speech sound. (For example, the vowel sounds in bet and bit are similar but must be differentiated for accurate reading and spelling.)
  • Explain how to write each lowercase letter with a movement pathway that is both distinctive and ergonomic. 
  • Explain the predictable patterns that govern pronunciation and spelling. (For example, there is a predictable pattern that explains why -a- is pronounced “ah” in mat and matter, “ay” in bake and acorn, “uh” in across and alike, and “aw” in all and water.)
  • Explain the three meaningful parts of English words, prefixes, bases, and suffixes, and how they operate. (For example, the word subtracting is made up of three meaning parts: sub + tract + ing.)
  • Explain suffix spelling patterns such as the Doubling Pattern (as in batted: bat + ed = batted), and the Dropping Pattern (as in dining: dine + ing = dining).

2. REVIEW & PRACTICE every concept for both reading and spelling with enough intensity and consistency for the student to achieve mastery. (For most struggling readers and spellers that means daily, with a minimum of 15 minutes a day, 4 days a week.) 

  • Provide practice reading and spelling words with concepts previously introduced (i.e., only the sight words and words with letter-sounds, word parts, and suffix spelling patterns previously introduced).
  • Provide practice reading and comprehending phrases and sentences made up of words with concepts previously introduced, creating in the mind’s eye an accurate and vivid mental image.
  • Provide practice writing sentences made up of words with concepts previously introduced, integrating legible handwriting and accurate spelling and use of sentence conventions. 

3. MONITOR PROGRESS reading and spelling accuracy of each concept so that instruction can be adjusted, assuring that students do not move on to more advanced concepts and skills until they have mastered the foundational concepts and skills.

If that sounds like a recipe you’d never make because it has too many ingredients, don’t be put off! In building the Lexercise system over the last 11 years, we have marshaled technology to provide these and other validated instructional elements and deliver an integrated system that checks all the boxes.

Every day, students (at home and in the classroom) are using the orderly, explicit, user-friendly Lexercise system to improve their reading, writing, and comprehension, and to advance their grade-level achievement. To learn more, explore the Lexercise website or schedule a free 15-minute phone conversation with a Lexercise therapist.

Learning Methods and Note Taking Skills for Dyslexic Students

Neuroplasticity Research on DyslexiaDyslexia has been defined as a neurological disorder that causes difficulties with accurate word reading and spelling.  Listening comprehension is typically a strength, but reading comprehension may be weak due to disruptions when reading words.

Dyslexia can cause significant academic problems because, especially after 3rd grade, teachers expect students to be independent readers. Strategies that help students comprehend and remember what they read can be helpful.

Yale University has provided note-taking and study tips for students. These techniques can be adapted for elementary school students. The Cornell Method of note-taking remains one of the most popular and is outlined below:

Cornell Note-Taking Method

When taking notes on a reading assignment or lecture aim to take down the main points rather than copying everything verbatim. Call out any questions or points you don’t understand. Use diagrams or sketches if that helps. Finally, write a 3-4 sentence summary.

Divide the page of your notebook into three sections:

  1. Notes (main points)
  2. Questions and/or illustrations
  3. Summary

note taking blank exampleClick to expand image

Note-taking strategies can be helpful, but the student must have a basic skill level to use note-taking tips. For example, the student must be able to write legibly enough and with
good enough spelling that they can later read and make sense of what they have written. Students who are not quite at that point may be showing symptoms of dyslexia. You can screen your child for dyslexia in 10-15 minutes here, for free. Dyslexic students benefit from technological accommodations and researched-backed intervention.  Our dyslexia therapists meet and exceed the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading and Spelling. Sign up for a free fifteen-minute consultation here.

Building the Literacy Staircase

How to Correct Your Child Without Discouraging them (19)A pattern of hard work followed by disappointing results and limited progress can naturally lead struggling readers and writers to the conclusion that they “just aren’t smart.” What’s going wrong when bright students work so hard but still can’t seem to develop the type of reading and writing expertise that seems to come naturally to so many of their peers?  

In their new book Peak: Secrets from the New Science of Expertise, Ericsson and Pool explain that, while hard work is important, it is not enough. To overcome their literacy difficulties struggling readers and writers must develop what Ericsson and Pool call rich mental representations or “patterns of information.”  To explain, “The relationship between skill and mental representation is a virtuous circle: the more skilled you become, the better your mental representations are, and the better your mental representations are, the more effectively you can practice to hone your skill.” (Peak, p. 70-80)  

Children who develop reading and writing skills normally demonstrate their high-quality mental word representations by spelling, generally with unconscious and automatic ease.

14143338033_20c1ce9c44Every skill has its own set of mental representations, patterns that expert users apply automatically and often unconsciously but novices struggle to remember or even notice.  The value of practice that focuses on the key mental representations needed for expertise has been demonstrated for various activities, including many sports. For example, research has shown that golfers improve more and faster when they watch videos that spotlight key actions as opposed to videos that show examples of good swings but without highlighting key actions.  

Ericsson and Pool describe mental representations needed for a skill as “….a staircase that you climb as you build it. Every step of your ascent puts you in a position to build the next step….Your existing mental representations guide your performance and allow you to both monitor and judge that performance.” (Peak, p. 83)

Fortunately for struggling readers and writers, research has identified the mental word representations that are needed for skilled reading and spelling and has described how those mental representations are most efficiently and effectively developed. The term for this method is structured literacy.  It begins by identifying the mental representations that the individual student is missing and then provides a “staircase” to expertise.

If you would like to learn more about Lexercise Structured Literacy therapy, you can talk to one of our wonderful, expert therapists here>>>

Dyslexia Benefits in the Workplace

Making Stress Work for Students (3)Many regard dyslexia as a disability, however, learning disability experts Brock and Fernette Eide present an argument that dyslexia is simply an alternative way that our brains can be wired. According to the Eide’s, this alternative wiring comes with multiple advantages and even more misconceptions.

The Eide’s are the authors of “The Dyslexic Advantage,” “The Mislabeled Child” and the founders of a nonprofit called “Dyslexic Advantage.”

In an interview with WIRED magazine, Fenette said, “It’s a huge mistake to regard a dyslexic child as if his or her brain is trying to follow the same pathway of development as all the other kids but is simply doing a bad job of it.”

She continued by saying that society holds a misconception that dyslexic brains only differ in the ways they process printed symbols, adding that dyslexic brains have different processing styles and therefore develop in different ways.
“Dyslexic brains are organized in a way that maximizes strength in making big picture connections,” Fenette continued in the interview, “at the expense of weaknesses in processing fine details.”

They have discovered dyslexics are exceptional in four categories of strengths:

graduation-149646_960_720Spatial Reasoning: Putting together three- dimensional spatial perspectives

Professions dealing with this strength: Design, 3-D art, architecture, be engineers, builders, inventors, organic chemists.

Interconnected reasoning: The ability to shift perspective and view an object or event from multiple perspectives, or the ability to see the “gist” or big-picture context surrounding an event or idea

Professions dealing with this strength: Highly interdisciplinary fields, fields that require a background in multiple subjects, management.

Narrative reasoning: Remembering facts as experiences, examples or stories, rather than abstractions

Professions dealing with this strength: Sales, counseling, trial law, teaching professional writer.

The ability to reason well in dynamic settings when the facts are incomplete or changing

Professions dealing with this strength: Business field, in financial markets or in scientific fields that reconstruct past events, like geologists or paleontologists.

Aspects of your child’s dyslexia can seem like traits that will hold them back in the workplace, but according to the Edie’s research, your child may have many desirable traits in the professional environment.

To ensure your child’s success get them the intervention they need now with Lexercise’s Structured Literacy Therapy. If you think your child is Dyslexic you can screen them in 15 minutes for free.

Harnessing Stress for Student Success

Making Stress Work for Students Unfortunately, stress will always be a part of a student’s life– even more so when the student has a reading disability. But, what if your child harnessed their stress to make it work in their favor? Kelly McGonigal, a health psychologist, and lecturer at Stanford University recently presented a TedTalk explaining how to do just that.

At a recent “Learning and the Brain” conference McGonigal said, “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better.”

The physical side effects stress produces can often make students underperform. McGonigal calls that reaction a “threat response” to stress, but says if teachers can help students have a different response. She calls this positive response to stress a “challenge response,” which includes the realization that the student has the resources to handle the situation.

McGonigal makes sure to mention that prolonged “threat response” stress can have negative effects on health, and suggests three intervention techniques to help students change their approach to stress and create resiliency for dealing with anxiety.


Caring for others builds resiliency against stress

kid meditatingThe biological reaction to stress naturally includes a desire to connect with others. Focusing on social relationships and closeness can dramatically reduce the harmful negative effects of stress.

Purpose in life reduces stress

Ask your child what they love to do, and support their hobbies. Remind them how that activity makes them feel and reward them for their interest and determination.

Focus on how stress can help students grow

McGonigal makes the point that if you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it helps to create a narrative of strength, learning, and growth.

The Orton-Gillingham method focuses on building students up and harnessing the “good stress” that McGonigal speaks to. If you would like to set up a consultation with one of our trained therapists, you can visit this page on our website.


Helpful Homework Tips

Helpful Tips for Homework Time (2)
Homework time has the potential to be a stress-free daily activity to share with your child. It does not have to be the tedious task to cross of the to-do list that so many families treat it as. This time is especially important if your child has a reading disorder, so we feel you should be prepared and have some tricks up your sleeve for navigating this after-school requirement.


Go over homework that needs to be done to create a game plan before he or she gets started. This way they will have a clear plan in mind to attack their to-dos. Once you’ve reviewed what your child needs to do, go over how he or she will do it. For example, divide the homework into parts with breaks in between to recharge. Help your child brainstorm ideas they may need for homework to get an educational dialogue started.


If your child is old enough to use a computer, teach them how to use spell check so that they feel more independent while doing their work. Make sure you are available for any questions they may have but don’t do their homework for them. Be sure to praise them for what they have completed. Encourage them to make notes about what they do not understand, so that they can remember to ask their teacher the next school day.

Moving Forward

Help your child organize their notes for each class into separate folders– color coding is suggested but not necessary. Check to see if they are writing down homework tasks in their planner, if not explain how important
that is to be successful in school. To minimize stress in the mornings, pack up their backpack the night before so they are not frazzled entering the classroom.

As you know, you won’t always be by their side when doing academic work– so help them be independent learners. If they are stuck on an individual problem, challenge them to think of multiple correct ways they can complete the task. Remind your child that quality means more than quantity, so there is no need to rush.

If your child is showing the symptoms of dyslexia, you can test him or her with our free screener here. 

Positive Ways to Correct Your Child

How to Correct Your Child Without Discouraging themDyslexia is a frustrating and confusing disorder for children to deal with during the formative school years. They may develop some confidence issues, issues that should not be solidified by his or her parent. A parent’s job is
to encourage a child to do their best, not to highlight what they do wrong.

That being said, don’t sweat the small stuff. Don’t worry about menial tasks that they do not complete with ease, their job is to focus on their reading and spelling skills, not their coloring skills. Examples of tasks you should leave alone are erasing pencil markings completely, using scissors correctly and coloring inside the lines.

These tasks may seem like they are important in elementary school, but you know that they won’t matter much in the real world– and they will figure it out when they need those skills. Chances are, you will be correcting your child more than you would an average student; so be mindful not to overwhelm them with instruction.12779343884_3fb3122e0a_o

That being said, the way you go about corrections is very important to your child’s educational career. Here are some helpful replacements for phrases you may feel you need to use.

  • “This is easy” —> “I know you can do this”
  • “Get it together and just learn to do it” —-> “Let’s take a brain break and try again in a few minutes”
  • “You are not applying yourself” —-> “Can you explain your process to me?”
  • “Try harder” —-> “Take your time, I’m proud of your effort”
  • “You knew it yesterday” —-> “Let’s think about how we did this yesterday”

Though your intentions may be coming from a place of love, you still have to be careful how you talk to your child when helping them with their homework. You may forget what you say by the next day, but your child will likely carry it with them to their next tasks.

Lexercise therapists are great at partnering with parents to give them tips on how to support your child throughout the week. You can schedule a free consultation with one of our therapists to learn more about our therapy program.

Alternatives to Independent Reading

Alternatives to Independent Reading

Reading is essential for all students to grow academically, but is especially important to dyslexics. However, dyslexics’ difficulties often discourage them to pick up a book in the first place. Thankfully, independent reading is not the only way to expose your child to new vocabulary, ideas and continue to strengthen their literacy skills.

Reading aloud/recorded books:

Listening to books allow children to take in new content and vocabulary without getting frustrated by the speed at which they read. This method also allows children to form a positive relationship with literature, instead of only seeing it as a hurdle needed to be overcome or a source of embarrassment they will learn the entertainment and story connected with reading.

Including children in adult conversations:

Because dyslexics have trouble with written language, they often develop exceptional listening skills. By including them in sophisticated conversations, you can improve on those skills even further. Asking their opinion on the topics you might be discussing will also improve their critical thinking skills.

young studiing boy isolated on white backgroungRadio/podcasts:

According to the Yale Center for Dyslexia & Creativity, dyslexics love being experts on content. Listening to radio shows or podcasts will provide them with a wide variety of knowledge in the topics of their choice, which will help their confidence in the classroom.

Drawing/acting out words:

Visualizing new words will help your child associate a meaning with a fresh vocabulary word. Memorizing the spelling of words does not do that, a child can “fake” that they know the word but they can’t “fake” a picture. Connecting a picture next to the definition is helpful because the word will now be in two different parts of the memory bank.

Though these methods will help your child in their academic journey, there is no substitute for reading. Many children need to be taught to read using a different method. For more information on professional reading intervention click here. 

Learning and Memory-What Works? The Method Depends on the Task

What Works- #2Universities have been offering psychology courses for over 140 years, since the 1870s. You may have even taken one of these courses. Do you remember the principles of learning and memory from your college Psych 101 course?

Decades of research can guide us in how to be smart consumers of products and services that claim to improve learning and memory.   

Over the next weeks I’ll be reviewing four principles for improving memory and learning based on this research consensus, and I’ll explain how each principle is used in Lexercise therapy.

The Best Method Depends on the Task.


school-1063556_1920There’s no one type of practice that works well for all types of learning and for all conditions. The best method depends on the task to be mastered.   For example, the type of practice that works best for reading may not be the best for spelling. The best type of practice for vocabulary is unlikely to be the most helpful for learning to formulate clear sentences. A curriculum should provide practice using different types of activities and contexts, especially when the learning task is something as complex and multi-faceted as reading and writing.


Lexercise interweaves all the elements of skilled reading and writing in each session, from speech-to-print:

speech sounds > letters > spelling patterns > meaningful word parts > vocabulary  >  sentences   >   text

Throughout the week, reading, spelling and writing practice is provided through many different types of activities, including games, review videos, and interactive, table-top activities. Teaching parents along with kids means parents can take advantage of teaching opportunities that come up in the course of everyday life between instructional sessions.

Lexercise understands the variety of reading, spelling and writing tasks demanded in today’s schools, universities and workplaces. That is why we include computer-based practice games and brief, parent-facilitated activities that encourage questioning,  conversation, critical thinking and application.

Finding the best practice method starts with a deep understanding of the material to be learned and the context where it is to be used.  Lexercise therapists can help!

You can screen your child for dyslexia in 10-15 minutes here >>>

If you enjoyed this article, make sure you read part one and three in the series. You can read the first here and the third here.

Photo Credit: Neeta Lind “IMG_3639

Online Literacy Therapy: In Schools & Abroad

Guest Post by Laura Sargent, M.Ed., Lexercise Teletherapy Partner


Mustique3I joined Lexercise as a clinician one year ago when searching for an alternative program for students I was leaving behind at Mustique Primary School in St. Vincent and the Grenadines. However, instead of having to leave my students behind after moving from the area, I was able to continue my work with them through Lexercise’s online teletherapy platform and the results have been outstanding.

I can now reach twice as many students in Mustique and have added other students internationally and across the U.S. In one year, the Mustique students have become more engaged in taking responsibility for their learning. My latest assessment of their performance shows an average of 89% improvement in reading and writing. The students enjoy the online classes and practice games, and the parents have become much more involved, as well. Without the complete support of the teachers, parents and Lexercise, none of this would have been possible.

In Mustique, land-based support is essential. Computers and internet are not readily available in every home so most of our students meet with me online at the Community Centre Computer Lab where I have a wonderful teaching partner, Natasha Joseph. Natasha provides supervision, scheduling and assists with students’ login. She also teaches one-on-one extra practice with the material covered in each level. She is an essential part of the Mustique Lexercise Reading Programme.

Mustique1When working with students in cultures where different forms of English are used, much has to be considered. Standard English is the same the world around; however, concessions must be made for British English spelling and local language variations. In spelling, I must be aware of International English spelling variations such as centre, colour and programme and adjust the lessons as necessary.

Earlier in the year I had the challenging pleasure of teaching a young, energetic boy from the Middle East. My initial goal was to gain his trust as a new teacher leveraging an online learning platform. He quickly became engaged in the lessons, excited about his successes, and proud of his progress. He has since graduated from the program and seems to be doing very well in his new school. In the words of his mother:

“There are HUGE differences in my son. I came home last night and he started reading to me, and he is starting to write more and it’s just wonderful. I have never seen this in him and he is thrilled.”


Mustique2Lexercise’s technology and content gave me the tools needed to continue to help these students despite being geographically separated, and the Mustique Education Trust (MET) offered generous financial support to make the entire initiative possible.

MET reviews our quarterly reports describing attendance and performance and has continued to support the program after observing the tremendously positive results.

It’s very exciting to work with students across the U.S. and around the world without ever leaving my desk. Students in my classes are working hard, enjoying the process and gaining confidence in their reading skills. As a result, they have added confidence in the classroom, as well. Parents are thrilled and teachers give Lexercise a nod of approval. As one kindergarten teacher described, “Lexercise is great, I am really seeing improvements in the children’s reading.”

A Thank You Letter From One of My Mustique Parents

Dear Dianne,

I just wanted to say a huge heart felt THANK YOU…. for believing in the remedial reading program. ox

Mustique6-editedMichael likes when you read to him but he has struggled with decoding. He is a visual child and likes to work with engines, cars and boats! A hands-on type of little guy 🙂

I initially had Michael tested with Lexercise to see if he was dyslexic after discussing his reading/spelling with his teacher Ms. Thompson. She said he is a well-behaved bright little boy but…..the reading. We were perplexed.

I found the Lexercise program and the clinicians to be very professional and helpful. After an extensive 90 minute online test, We were later told he is dyslexic and they suggested working with him for at least 6 months. He already was in the remedial program with Laura. I was prepared to enroll Michael in Lexercise as well to give him all the help I could.

…..Thank you for helping Mr. Very Good to hopefully be Mr. Very Good in Reading.

Truly, Thank you. We are grateful to you and MET..