We are currently delivering an Orton-Gillingham Literacy Intervention Program developed by Katrina Sutton based on multisensory principles. The KSE program is a derivative of the DVFS Program which is based on a study by Judith R. Birsch. The KSE program is specifically designed for Australian students, based on the Australian accent. The program is described as being for Adolescents and this term describes any student Grade 4 or above, this is because it is assumed in the Australian Curriculum that students will have these skills by Grade 4.“Grade 4 is where students make the shift from learning to read, to reading to learn (Chall, 1983).” Having said that the program has also been employed and very successful with younger children. For these students we modify the program to suit their needs.

Once identified as having challenges in reading and writing whether through school or a psychological educational assessment or just from parental concern, any adolescent student can benefit from this program. It is uniquely structured to give students access and tangible returns quickly. It builds their confidence and provides success quickly. It addresses potential anxiety and low self esteem quickly. It has built in formative, summative and diagnostic assessments that can confirm to students, teachers and parents tangible achievement. It is not onerous, does not require homework and sessions are short to ensure attention and motivation. Students are engaged through the discovery process, the instruction meets their intellectual needs, the new learning can be immediately applied and the practice is intense enough to help the student master the skills.

The program is essential for Specific Learning Disorders in Reading and Written Expression. However, it is also useful for any person struggling with language acquisition. We are currently trialling it with an ID adult and an EALD student with good results. The program is designed to be delivered explicitly and sequentially, one to one. The sessions are 30 minutes long and need to be at least twice a week to maintain momentum and consistency. Each session may cover more than one lesson, depending on each student's rate of competency. On average, it takes about 40 hours in total to deliver the whole program. The program is renowned for giving students confidence, self-esteem and metacognition of their SLD which allows them to advocate for their adjustments and improves their school performance.