Touch Type Read and Spell (TTRS) | for students with Dyslexia, Dyspraxia and other learning difficulties

Searsol provide education solutions for children with Dyslexia, Dyspraxia and other learning difficulties. Searsol now offer the Touch-type Read and Spell (TTRS) course throughout Dublin in its various TTRS course centres for children with Dyslexia, Dyspraxia and other learning difficulties

The TTRS (Touch-type, Read and Spell) is a multi-sensory (seeing, hearing, speaking, touching) computer-aided learning course for people with spelling, reading or writing difficulties. Children with dyslexia benefit from been able to touch type.

Based on extracts from the word list used in the text book Alpha to Omega*.

Learning is promoted by a multi-sensory approach. A systematic programme of seeing, listening, speaking and typing. Seeing the words written on the screen as they are typed out
Hearing the words pronounced as they are typed. Student and computer are interactive allowing for immediate self-correction of errors and feedback of results. The structured TTRS course is finely graded in modules and levels building from words to sentences. With each successful module completed children with dyslexia is encouraged to progress further. Children with dyslexia develop their own learning speed, therefore there are no peer group pressures. TTRS gives focus and support for a positive learning experience

TTRS is for anyone who has reading, spelling, or writing difficulties. TTRS is especially helpful for those children with dyslexia, dyspraxia, or who have specific learning difficulties. TTRS is designed to teach the children with dyslexia to TOUCH-TYPE. At the same time it teaches SPELLING and READING.It does this using PHONICS.It encourages students to 'SPELL WITH THEIR FINGERS. TTRS teaches essential spelling and reading skills
Each children with dyslexia works through the course at their own pace. Children with dyslexia sees the word written very clearly on the screen. Children with dyslexia hears the computer say the word correctly.
Children with dyslexia types the word they have seen and heard. English spelling and speech are used throughout

Touch-type Read and Spell is multi-sensory

SEEING
A series of levels, each of 30 modules, is clearly presented to the children with dyslexia as words and sentences

HEARING
The children with dyslexia hears the words as they are about to type them
Each course has at least 6 dictation modules based on the preceding exercises
These are typed by the student and monitored by the computer
Children with dyslexia are encouraged to SAY the words as they type them

TOUCHING
This is the kinaesthetic approach, a sensation of movement is perceived by the student: "Talking with my fingers."
"When I want to spell a word, I just think where my fingers would go."

The words used are presented in phonetic groups
The order in which the words are presented has been carefully considered
The order is loosely based on the progression found in Alpha to Omega
The words on the screen are in large clear type
This helps to focus the student's attention on the structure and spelling of the word

Mistakes are shown instantly, and the children with dyslexia quickly puts them right
This means that they see, and type, the correct spellings MANY MORE TIMES than they see or type the incorrect ones
Some children with dyslexia report that their fingers come to 'know the spellings' as they think the word

Touch type
The program shows the children with dyslexia how to work from the 'home keys'
Each finger has its own keys to work on
Each letter is always struck by the same finger
Fingering can become automatic
The children with dyslexia can learn to 'spell with their fingers.'
The course teaches the student how to touch-type in a logical and realistic way, because it uses real words in a phonetically structured order
The increasing use of word-processors and lap-tops makes touch-typing an essential skill
For many children with dyslexia it can make the real quality of their work visible for the first time, with a consequent marked improvement in their confidence