What is dyslexia? According to the International Dyslexia Association (2020), "Dyslexia is a language-based learning
disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment..."
Some early signs of reading struggle:
What is a reading screening? Early identification of weak reading skills is the goal of our reading screening. A screening is a brief (10 to 15 minutes) look at several areas of reading and is recommended for children in kindergarten through second grade. For children in third grade and above, typically a full reading evaluation is recommended. Screening results indicate whether a child passes, needs to be monitored, or is at risk for reading difficulties. If a child is significantly at risk and there is concern in the classroom, a full evaluation may be recommended.
While a screening gives a good idea of general reading abilities, it does not diagnose reading disorders which can only be identified by an in-depth evaluation. If a child does not pass a screening, it does not necessarily mean there is a deficit, but does mean that skills should be investigated further. This investigation begins with a phone consultation to discuss your child's performance on the screening. During the phone consultation, a recommendation may be made for further testing, and, if appropriate, suggestions for home practice are given.
What is a reading evaluation? An evaluation is an in-depth look at reading skills. Based on guidelines from reading research, we look at various areas including phonological awareness, letter identification, rapid automatic naming, word attack, sight word identification, reading fluency, and comprehension. Often a speech/language screening is included in the evaluation, especially if there is concern with the child’s auditory skills, grammar, use of vocabulary, critical thinking, and/or articulation (speech). As speech/language pathologists, we analyze the evaluation results in order to customize an intervention program based on the individual child's needs. We determine intervention goals and make suggestions to the classroom teacher and parents.
What is intervention like? Children are typically seen on an individual basis so instruction can be customized to the specific needs of each child. Various Orton-Gillingham based Structured Literacy approaches are implemented so intervention is direct, multisensory, systematic, and explicit. Sessions are typically 45-60 minutes in length depending on your child's age and specific needs. Home practice is given so your child is able to practice skills with a parent or caregiver so optimum progress is achieved from session to session.
We are happy to answer any questions you may have about our services. Please contact our office for a free phone consultation 407-299-1533.
disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment..."
Some early signs of reading struggle:
- letter naming is slow/not automatic
- difficulty recognizing grade level sight words
- has to sound out the same word each time it appears on a page
- frequently guesses at words
- inserts, transposes, or deletes letters when spelling common words
What is a reading screening? Early identification of weak reading skills is the goal of our reading screening. A screening is a brief (10 to 15 minutes) look at several areas of reading and is recommended for children in kindergarten through second grade. For children in third grade and above, typically a full reading evaluation is recommended. Screening results indicate whether a child passes, needs to be monitored, or is at risk for reading difficulties. If a child is significantly at risk and there is concern in the classroom, a full evaluation may be recommended.
While a screening gives a good idea of general reading abilities, it does not diagnose reading disorders which can only be identified by an in-depth evaluation. If a child does not pass a screening, it does not necessarily mean there is a deficit, but does mean that skills should be investigated further. This investigation begins with a phone consultation to discuss your child's performance on the screening. During the phone consultation, a recommendation may be made for further testing, and, if appropriate, suggestions for home practice are given.
What is a reading evaluation? An evaluation is an in-depth look at reading skills. Based on guidelines from reading research, we look at various areas including phonological awareness, letter identification, rapid automatic naming, word attack, sight word identification, reading fluency, and comprehension. Often a speech/language screening is included in the evaluation, especially if there is concern with the child’s auditory skills, grammar, use of vocabulary, critical thinking, and/or articulation (speech). As speech/language pathologists, we analyze the evaluation results in order to customize an intervention program based on the individual child's needs. We determine intervention goals and make suggestions to the classroom teacher and parents.
What is intervention like? Children are typically seen on an individual basis so instruction can be customized to the specific needs of each child. Various Orton-Gillingham based Structured Literacy approaches are implemented so intervention is direct, multisensory, systematic, and explicit. Sessions are typically 45-60 minutes in length depending on your child's age and specific needs. Home practice is given so your child is able to practice skills with a parent or caregiver so optimum progress is achieved from session to session.
We are happy to answer any questions you may have about our services. Please contact our office for a free phone consultation 407-299-1533.
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SUMMER 2024
KINDERGARTEN READINESS LITERACY CAMP Children entering Kindergarten will benefit from learning foundational reading skills for school success using various Orton-Gillingham based Structured Literacy approaches. The focus areas will include phonological awareness, knowledge of letters and sounds, sound blending, and simple sight words. Comprehension will also be addressed. READING BOOT CAMP Children entering first grade and older will participate in activities that will focus on reading decoding, fluency, spelling, and reading comprehension using various Orton-Gillingham based Structured Literacy approaches. Contact our office at 407-299-1533 for more information about specific dates and fees. |