Our Approach
Learning Backed by Research
WILDD approaches learning scientifically, using research-based methods to successfully help those who are struggling with literacy, writing composition, and foundational math skills. WILDD’s curriculum and instruction is designed to cater to individuals with special learning needs, but this methodology can be equally effective with any student and WILDD does not require a diagnosis for enrollment. We accomplish this by integrating multisensory instruction in all of our programs, an educational strategy that has been shown to forge deeper understanding and long-term comprehension in studies of students with learning disabilities.1, 2 We also structure all of our content sequentially and systematically, starting with the very basics to remediate any gaps in our students’ knowledge–another technique that is shown to be successful with special-needs learners.3, 4 By providing our students with sequential, multisensory instruction, we are able to provide educational therapy that builds new neural pathways in the brain, often leading to the successful remediation of the disability. 5, 6
Learning at a Distance
WILDD is a pioneer in the world of online intervention instruction, having provided instruction at a distance for over 10 years. All of our students meet their instructors one-on-one and in real time–you’ll never have to log onto a learning platform to complete assignments on your own. We utilize simple adaptive technologies to keep our instruction multi-sensory, making our programs ideal for students with dyslexia/SLD who need or prefer to learn from home. Individualized instruction from home can also help mitigate the stress and anxiety many students feel when tackling similar studies in a group-learning environment.
Learning Designed for You
All of WILDD’s programs are designed for one instructor and one student, meaning that you or your child will receive personalized instruction delivered at your pace. Learning one-on-one can help to mitigate some of the anxiety that individuals with learning difficulties often feel when learning in a group. This method also allows our instructors to teach for mastery–every topic is covered extensively until the student can fully understand and utilize the concept being taught. Teaching until mastery is especially important for students with dyslexia/SLD–when students have fully mastered a particular concept, they are able to incorporate that concept subconsciously in their everyday use.
To learn more about our specific programs, please visit:
To learn more about our programs’ outcomes, please visit:
References:
1 Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998). An Evaluation of the Dyslexia Training Program: A Multisensory Method for Promoting Reading in Students with Reading Disabilities. Journal of Learning Disabilities, 31(2), 140–147. https://doi.org/10.1177/002221949803100204
2 S. Z. Ahmad, N. N. A. A. N. Ludin, H. M. Ekhsan, A. F. Rosmani and M. H. Ismail, “Bijak Membaca — Applying Phonic Reading Technique and Multisensory Approach with interactive multimedia for dyslexia children,” 2012 IEEE Colloquium on Humanities, Science and Engineering (CHUSER), Kota Kinabalu, 2012, pp. 554-559, doi: 10.1109/CHUSER.2012.6504375
3 Henry, M.K. Structured, sequential, multisensory teaching: The Orton legacy. Ann. of Dyslexia 48, 1–26 (1998). https://doi.org/10.1007/s11881-998-0002-9
4 Lovett, M. (1991). Reading, writing, and remediation: Perspectives on the dyslexic learning disability from remedial outcome data. Learning And Individual Differences, 3(4), 295-305. doi: 10.1016/1041-6080(91)90017-u
5 Huber, E., Donnelly, P.M., Rokem, A. et al. Rapid and widespread white matter plasticity during an intensive reading intervention. Nat Commun 9, 2260 (2018). https://doi.org/10.1038/s41467-018-04627-5
6 Munzer, T., Hussain, K., & Soares, N. (2020). Dyslexia: neurobiology, clinical features, evaluation and management. Translational Pediatrics, 9(S1), S36-S45. doi: 10.21037/tp.2019.09.07