The MFC’s bursary program also applies to Summer Programs!

NEW

Executive Functioning Boost

Students who attend summer school are often asked to be independent in their learning, especially given online instruction and frequent submission of assignments, or options to rewrite exams independently. Moreover, neurodiverse students (e.g., LD, ADHD, DLD, and/or ASD) may struggle to be successful under these conditions and are at risk of continued failure. Thus, the goal of the program is to support these students by providing a structured setting that facilitates the development of effective study strategies and promotes independence in work habits.

EF Support Includes:

  • Getting started, planning, organizing and respecting schedules for assignment completion and studying
  • Introducing and practicing study strategies
  • Monitoring performance and adapting strategies as needed

Program Format:

  • Hybrid of content/process instruction and support
  • Independent strategy application and support

Where:

  • The Montreal Fluency Centre, 4626 Rue Sainte-Catherine, Westmount, QC, H3Z 1S3

When:

  • Tuesdays and Thursdays from 3:30 to 5:30 PM

Summer Reading Comprehension and Writing Groups

1.Summer Reading Groups

The purpose of the two week-long summer reading groups is to increase students’ awareness of the necessary steps in order to read for meaning, and to increase their repertoire of strategies for understanding what they read.  Through explicit teaching of strategies, use of visual organizers, modelling of strategy use, and supported practice while reading texts, students will have an opportunity to learn and use various strategies for understanding text.  Specific topics that will be covered include:

– The three stages of the reading comprehension process
– Specific strategies for each stage of the reading comprehension process
– Using text structure to foster understanding
– Key words that foster understanding
– Text connections: text-to-self, text-to-media, text-to-world (narrative texts only)

Different kinds of text, chosen to reflect what students have to read in school, will be used.  (… MORE)

2. Summer Writing Group

The purpose of this week-long summer writing group is to increase students’ awareness of the necessary steps in order to produce written text, and to increase their repertoire of strategies for doing so.  Through explicit teaching of strategies, visual organizers, modelling, and supported practice, students will have an opportunity to learn and use various strategies for writing a text.  Specific topics that will be covered include:

– The six main stages of the writing process
– Specific strategies for brainstorming, making an outline, and revising and editing
– Writing an expository text in which there is a main idea supported by details with an introductory sentence and a concluding sentence
– Elaborating on ideas

The focus of the writing group will be on expository writing, particularly essay-style text. The skills and strategies taught will be applicable to a variety of writing assignments and expectations for students in grades 5 and up, including a persuasive essay, a paragraph-length response to a test/exam/comprehension question, and a response to literature (literary essay or personal essay).  The strategies can be applied to French writing tasks, as well. (…MORE)

Summer BLITZ

Monday August 3- Friday August 21, 2026
9 am – 4pm, Monday – Friday
Registration for all 3 weeks is compulsory.
What is BLITZ?
BLITZ = Bilingual Literacy Zone

For who?

BLITZ welcomes students in grade 1 to 4 schooled in immersion, in a bilingual curriculum or in a 2nd language who would like to improve their reading and writing skills in French and/or in English. A diagnostic of learning disability is not required.

What could the students work on?

  • Grapheme-phoneme correspondence
  • Reading fluency (speed and accuracy)
  • Tools and strategies for spelling
  • Grammatical rules
  • Vocabulary in 2nd language
  • Strategies for reading and writing in a 2nd language
  • Preparation to use assistive technology

How does it work?

A screening is required to assess the student’s skills and needs. With this information, an individualized learning plan will be created specifically for the student. Our clinical team composed of educational therapists and learning coaches will prepare educational or remedial activities to reach eachstudent’s goals. The literacy activities take place in the morning. Each student is paired with their own literacy mentor that will assist them in the learning activities. The afternoon is dedicated to recreational activities providing a supportive environment. This safe space will allow them to explore and practice other skills to become more independent learners (e.g., communication, problem-solving, teamwork).

How is BLITZ different from other literacy programs?

  • Individualized interventions
  • Student-centered approach
  • 1:1 adult to child ratio in the morning
  • Daily review and adjustments based on the student’s progress
  • Research-based interventions
  • Gamification of the learning activities to make challenging tasks more appealing
  • Focus on learning strategies and tools to become a more effective and independent learner
  • Focus on essential literacy knowledge and skills for stronger foundations
  • Resource binder kept after the program ends
  • Flexibility and respect for different learning need

 For more information click the Register button below. 

Summer Language Intervention Group

The half day, Monday to Friday, summer language intervention groups will include structured activities to stimulate pre-literacy skills as well as expressive and receptive language abilities. There is an option for a full-day program. Activities will be carried out in a small group setting to enhance social communication skills.
The program is for students entering Kindergarten, Grade 1, or Grade 2. It runs Monday through Friday, from July 20th to July 31st, 2026.
Our theme-based program will target specific language and literacy goals aimed at strengthening your child’s skills before the beginning of the next academic year:
  • Expressive language (i.e., language use): vocabulary expansion, sentence structure and grammar, narrative skills
  • Receptive language (i.e., understanding language): basic concepts, following directions, sequencing, WH-questions (e.g., who, what, where, when, why) comprehension
  • Social language skills: turn-taking, sharing, repairing communication breakdown, asking for and giving relevant information, topic maintenance
  • Early literacy skills: phonological awareness, print awareness, rhyming and letter-sound practice

For more information, click the Register button