Memory and processing

IDL combines a multi-sensory, structured approach with an accessible, stress-free user method. Multi-sensory approaches are effective because they address key areas, commonly associated with dyslexic-type difficulties. These relate to processing and retention of information.


Multi-sensory learning

Multi-sensory learning methods allow information to be accessed via several sensory channels simultaneously. This maximises opportunities for effective processing and retention, and incorporates sight, sound, touch and voice. Students see and hear the words, type and repeat, then read aloud and listen back. Research suggests that information heard via one’s own voice is absorbed more readily than via others’ voices.


Structured learning

IDL is tightly structured to provide comprehensive and specific teaching, tailored to individual need. Sequenced modules contain lessons in sentence format with story themes, interspersed with spelling, grammar and punctuation exercises. Following the Initial Test, students’ reading and spelling scores are entered to generate lessons at the appropriate level. Students then work through the lessons sequentially. Each learning focus is introduced, demonstrated, practised and consolidated before progressing to the next focus. Previous learning is continually reinforced throughout the programme.


Overlearning and repetition

Specialist intervention for dyslexic-type difficulties will provide a very high level of repetition and ‘overlearning’ opportunity. Each lesson should deliver approximately 80% revision of previously learnt material, with 20% new learning, to allow learning to be consolidated and, ultimately, transferred to long-term memory.


‘Easy feel’ lessons

This translates in lessons to just one or two words posing a challenge, per lesson. The remainder of the words will be read and spelt with relative ease, thereby developing fluency and confidence.


Revision lessons

Revision lessons will begin after a student has completed 70 lesson units. Each lesson is generated a second time, to be completed alternately with new lessons. Revision lessons are an important opportunity for consolidation. They also demonstrate progress: typically any ‘challenging’ words in new lessons will be much easier, second time around.