Students with dyslexia are taught by expert reading teachers who individualize classes for students struggling with a combination of reading disabilities, dysgraphia, executive function deficits and ADHD. Orton-Gillingham, Wilson Language, Lindamood-Bell and other multi-sensory instructional techniques are used to bridge the gap between ability and potential.

Our dyslexic students receive diagnostic and prescriptive research-based language instruction delivered by masterful teachers. Additionally, assistive technology is available to our students, which they are encouraged to explore and perfect through practice in order to more successfully engage with academic material at their grade level. Our teachers promote and encourage critical thinking skills as students are led to analyze both narrative and expository text as they work through material. The comprehensive language program provides Greenwood students with a stronger foundation for learning in all subjects and this, over time, contributes to rebuilding self-esteem that so often comes from experience with failure.

Recognized as Executive Functioning coaches by Landmark College, our teachers support students in the areas of organization, time management, study skills, and self-advocacy. We celebrate our students’ diverse learning styles; recognizing the need for educational scaffolding and specialized instruction while providing them with rigorous individualized learning experiences.

Team meetings involve all the individual student’s teachers, where we collectively discuss a student’s strengths and needs throughout the duration of our program; ensuring precise individualized instruction and positive learning outcomes.

As one family describes Greenwood, “We found it. Greenwood is the school we have always wanted. They understand and deeply care for our kid. Finally, we are given the opportunity to step back and trust.”
We have an 11th grade student who came to us in 9th grade. They were so dyslexic that they didn’t know the sounds of letters. That first year they started far behind, learning basic letter sound relationships like the short E. We took it slow…and soon they started to open up.
 
We had team meetings to come up with a plan on how to work with them, providing the exact instruction needed. It was a dance between they and their tutor, until the student eventually really opened up to receive guidance.
 
Now they are a fully invested Greenwood student, doing what they need to do. Their comprehension and creative thinking ability is high. It’s like talking to a philosophy major, yet at one time they were not able to read.
The ultimate goal is to provide Greenwood students with life skills that follow them through college and beyond.
No student “slips through the cracks” at The Greenwood School. The depth and breadth of knowledge brought to the table to discuss students and problem solving is unmatched.