Arkansas's first and only school devoted to educating dyslexic students
Who We Are
Hannah School is Arkansas’s first and only school devoted solely to teaching children with dyslexia. The Hannah School helps students struggling with dyslexia and related learning differences. We offer educational programs for children with language-based learning disabilities that continuously promote success academically and socially -- for a lifetime.
Our mission is to move students forward by creating a cooperative, multi-sensory learning environment that will uncover and illuminate their unique strengths. We equip our students with the tools they need to overcome learning differences. Academic deficits can be remediated using a proven intervention model for education.
Shawnda Majors talks about the beginning of Hannah School and HERE 4 Kids.
Watch the website for our new blog!! Here is a sneak peak of our first post.
There are many different reading programs available. Some claim to be able to teach children to read long before the child enters elementary school. All claim extraordinary results supported by research and science. We all know that if something is supported by scientific research then the quality is not only good but also proven to work, right? NO! This is like saying everything that is on the internet is accurate or anything written in the paper or magazines is accurate.
The problem is that all that is written or published paints a picture that learning to read is easy and therefore if one fails to learn there must be something wrong with that individual. The other problem is that when talking about illiteracy and teaching children to read there are strong emotions attached which allow opinions and philosophy to be perceived as fact. The reality of illiteracy is horrific but what is more troubling is that the horrendous illiteracy rates could be completely avoided IF all children were taught using the science of reading. So what is the science of reading?
There are two main “camps” when discussing reading instruction, whole language (also known as balanced literacy, structured literacy, etc) and the phonics approach. There are merits to both approaches and there is documentation through research that children can learn to read using these approaches. What is not documented or shared is that those approaches only meet the needs of children with certain profiles. This is what leads us to the assumption that if the child fails to learn to read something then is “wrong” with the child or it is the parent’s fault. We do not want to admit that we are not providing the best possible education for our children because our teachers have not been trained properly. That leads to a lot of people being wrong which is a difficult pill to swallow.