Multisensory systematic language is successfully and widely utilized in famous established schools and clinics catering to bright reading delayed children in the U.S.; Canada on the other hand offers very few similar programs for these children.

Educational rhetoric and a myriad of methodology debates have unfortunately taken precedence over effective treatment making these children and their parents victims of the debate. School districts across North America have a responsibility to this profile of student/they represent one in 5 students in our classrooms. The School system has been very slow in implementing research. Now with the United States No Child Left Behind Act schools will have no choice but to seek out effective research-based interventions.

 "Orton Gillingham" methodology was developed by Dr. Samuel Orton and Anna Gillingham. Dr. Orton was foremost a scientist. Most of his writings deal with neurobiological concepts and theories surrounding dyslexia. 

In 1917, Dr. Orton read a manuscript on "Congenital Word Blindness" and was intrigued by the discussion of reading problems in bright children. Dr. Orton was fascinated by the striking lack of certain letter sounds with the corresponding letter form. He was equally fascinated by the discrepancy between listening comprehension and reading comprehension and with the consistent error patterns found in the decoding of words. He noted that 50 per cent of his patients not only had reading difficulties but also related language disorders including problems with receptive and expressive language, passage comprehension, spelling and composition. 

By addressing and treating the source of academic failure in children/adults with language learning disabilities, they will eventually have the opportunity to succeed in a mainstream school. We are not referring to a panacea, the struggle of language learning disabled students is well documented but...with the right support, after this treatment, they will be able to succeed rather than give up on acquiring an education.. 

Anna Gillingham and her colleague Bessie Stillman insisted that children with specific reading difficulties could not learn to read by "sightword" methods even when these are later reinforced by functional, incidental, intrinsic or analytical phonics based on 150-200 learned words or by tracing procedures. Their work is based upon the constant use of associations, how a letter or word looks, how it sounds, how the speech organs or the hand in writing feels when producing it. They direct the teacher to assist

children in making numerous visual auditory and kinesthetic tactile linkages as portrayed by their language triangle.

e.g. a child first sees the letter, traces it, and says the name and/or sound. Or the sound is made by the teacher and the name is given by the pupil.

The Remediation Plus system is based on Orton Gillingham methodology phonemic awareness Research Based training and phoneme segmentation and sequencing - a full curriculum accompanied by six hours of teacher training.