The Kindergarten Program

The Schenck School kindergarten program offers an important learning opportunity for children at risk for written language difficulties.

Research increasingly shows that children who struggle with language and writing become discouraged about their abilities and lose self- confidence. The longer they experience difficulty and frustration, the longer it takes to become successful. The Schenck School kindergarten was established to enable early learners to gain basic skills that help build a strong foundation for later learning.

K or filler (2).jpg
The Schenck School's kindergarten has classes of 8-10 students with two teachers for very personalized, individual instruction. Using the Orton-Gillingham Approach, The Schenck School teachers give children who might otherwise be frustrated or overwhelmed in a traditional school setting a chance to love school and believe in their abilities.


Benefits to Your Child

Through The Schenck School's nurturing, expert and family-like environment, children gain:

  • phonetic awareness skills such as blending, segmenting, rhyming, adding and deleting sounds
  • oral and written language skills including word and syllable awareness
  • vocabulary development
  • letter formation through the "Handwriting Without Tears" program
  • a strong foundation of math concepts
  • sensory and motor integration through occupational therapy techniques
  • increased self-confidence and self-esteem
  • positive social interaction and skills through play and group experiences

Learn more in our Kindergarten Viewbook

Non-Discriminatory Statement
The Schenck School does not discriminate on the basis of race, sexual orientation, color, nationality, religious or ethnic origin in administration of its educational policies, tuition assistance programs or other administered programs.

K (3).jpg

Signs of Difficulties

Pre-schoolers with dyslexia are often identified by preschool teachers or psychologists through routine screening or testing. "Red flags" include:


  • difficulty in acquiring sound/symbol relationships
  • poor rhyming skills
  • trouble segmenting sounds, words, syllables
  • mispronounciation and/or word-finding difficulties in spoken language
  • memory problems
  • spatial-perception difficulties
  • problems with fine and gross motor skills


  • children who act like they understand, but really do not
  • signs of frustration when children are presented with new concepts
  • poor self-esteem
  • high anxiety
  • inattention or erratic attention
  • avoidance of tasks or assignments
K or filler.jpg