Touch-type, Read and Spell with confidence

An award-winning, multi-sensory course that
teaches typing, reading and spelling

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Features


Optional Tutor Support

Supplement your learning with a TTRS trained tutor

Modular in design

Each module is designed to be short in length with regular, positive feedback

Highly structured

Course content is based on the word lists of ‘Alpha to Omega’ and takes an Orton Gillingham approach to reading instruction

Multi-sensory

Uses visual, auditory, and kinaesthetic (touch) senses for a fully immersive learning experience


Research based

TTRS was developed in line with language and education research and is routinely supported by new studies

Multiple levels of difficulty

TTRS consists of 24 course levels, each of 31 modules - 4,000 words in all

Adaptive interface

Colours, fonts and designs can be customised for the learner to meet every individual's needs

Used worldwide

Used by dyslexia associations worldwide, including the British Dyslexia Association

How does TTRS work?

Modular design

TTRS is modular in design and contains 24 levels with 31 modules in each level. A module typically takes a few minutes to complete and we recommend taking 2-3 modules a session. Student success is encouraged by immediate feedback and positive reinforcement. This feedback includes a score that is based on completion rates and accuracy, not speed.

First score – first success

The course starts with learning to touch-type, read and spell the vowels – a , e , i , o , u. The audio track accompanies the letters as they appear on screen, reinforcing sound-letter correspondence, which is a crucial skill for sounding out words in reading. The user then receives their first score – and success!

Phonics and repetition

In the second module, words are introduced through onset and rime. For example – fed, wed, led. This teaches phonics in context and at the same time the student learns the position of the keys using the on-screen hand guides.

With repetition, words move from short-term to long-term memory and the skill of typing begins to feel more comfortable.  Repetition is also a way of over-learning that can help users with dyslexia overcome working memory and processing difficulties.

Multi-sensory approach

TTRS takes a multi-sensory approach to repetition learning. Through the multi-sensory approach, a user hears the words spoken through headphones or speakers, sees the words printed on the screen, and is prompted as to which fingers to press via the on-screen keyboard.

Finally, through the sense of touch, they type out the words, harnessing muscle-memory in the hands and fingers to learn spelling.

 

Meet more TTRS users

Read and Spell Blog

What does dyslexia mean to me
Read and Spell blog
What does dyslexia mean to me?

What does dyslexia mean to me?

A guest post by journalist David Hayter.

My life and livelihood are entirely dependent on those skills most severely affected by dyslexia. I work as a journalist: reading, writing, editing and organising are my passion, and they are the very things that I was told, as a child, that I would forever struggle with.

Rather than holding me back, receiving a dyslexia diagnosis at a young age not only helped me come to terms with and develop strategies to cope with my dyslexia, but to master the very skills that were the source of so much frustration and anxiety in my school years.

Teach yourself to type
Read and Spell blog
Teach yourself to type

Teach yourself to type

Most adult learning programs and libraries offer basic skills computer courses, but is it possible to learn how to touch type on your own? Of course. If you have access to a computer, there are plenty of self-study programs that can help you get started. 

One of the first things you need to learn is the home-row position on the keyboard – also known as the home keys.

7 Ways to help a frustrated student
Read and Spell blog
7 Ways to help a frustrated student

7 Ways to help a frustrated student

Students who are confused may quickly become frustrated in the classroom if they are pressured to perform. It may be the case that attention or processing difficulties have prevented a learner from understanding a lesson, or that the instructions for a particular assignment are not clear to them.

In some cases motor skills difficulties, such as problems with handwriting, prevent a child from demonstrating their knowledge.