| Language and Reading/Writing |
Reading and writing are language-based skills. They require the ability to process speech sounds and language in written form. If a child has weaknesses in speech or language, they are more likely to struggle with these higher level language skills. Research has found children with early speech or language delays are at greater risk of later learning problems in school, particularly with learning to read, even when those early speech-language delays have been remediated. Even children who had no early speech-language delays often experience difficulty when faced with learning these more advanced language forms.
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Children who have trouble learning to read frequently have poor phonological awareness, meaning they have trouble hearing and distinguishing the individual speech sounds in words. Other early reading problems include weaknesses in phonological memory, and visual processing difficulties. Dyslexia, a language-based learning disability,is the most common cause of problems with reading, writing, and spelling. Children with dyslexia struggle with school as early as kindergarten and first grade, particularly with reading and spelling. A diagnostic assessment of your child can help to pinpoint the source of his or her difficulties.
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| Even once children have acquired basic reading skills, they may experience problems with reading fluency and reading comprehension. These problems are also due to specific language-based weaknesses. By third or fourth grade, children must transition from "learning to read" to "reading to learn". Reading problems affect all academic subjects, and can cause children to fall behind in school, even when they are trying their best. We can identify and treat the weaknesses that are holding your child back. |
Approach |
We use methodologies from evidence-based treatment approaches (e.g. Orton-Gillingham), However, we do not use a "cookie-cutter" approach to intervention. We provide individualized treatment for your child's learning profile and learning differences. We also seek to identify and build upon their learning strengths, to help compensate for weaknesses.
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We believe that self-confidence in learning is crucial, to prevent children from becoming discouraged learners. We will design treatment so that your child is always moving forward and gaining confidence, without a sense of being overwhelmed. We will actively seek opportunities to recognize and positively reinforce learning success, and to celebrate small steps and accomplishments along the way to bigger goals. When appropriate, we will educate your child about their learning strengths and differences, so that they can better understand their unique learning profile, and why some areas of learning may be more challenging for them.
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Children must be actively engaged in the learning process, rather than passive recipients of instruction. We believe that treatment is an active partnership and collaboration between the child, parents, and clinician. We will create a team for your child that will help him or her to become a successful, independent learner.
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| Difference from Tutoring |
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Tutoring is a support service that involves 1:1 teaching and homework support for particular academic subjects. It is focused on supporting the student in meeting grade level in a particular subject or curriculum. Tutors typically do not have the qualifications or certification needed to formally diagnose learning and language disorders, or to bill insurance for medical diagnostic codes related to evaluation and treatment of reading disorders. This type of formal diagnosis and intervention is critical for remediation of disorders.
Learning/language treatment is an intensive remedial approach that addresses specific foundational skill deficits which underlie learning difficulties. These deficits are identified during a formal assessment, and remediation is individualized specifically for each client. The process begins at the lowest level needed to fill in gaps in skills and knowledge, and proceeds systematically step-by-step.
For example, a second grader who is struggling with reading or spelling may have deficits in any of a number of basic phonological skill areas: phonological awareness, phonologic memory, phonemic sequencing, or phonological processing. Deficits in these areas can impact reading speed and accuracy, or spelling, so that the student is performing below grade level. If these foundational skills are not acquired, reading and writing will become increasingly burdensome, and academic learning will suffer in higher grade levels.
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With treatment, the focus is not on teaching a particular academic subject, but on building and strengthening the foundational skills needed for success in all subjects.
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| Visit our website or call for more information on how we can help your child succeed. |
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