reading and writing disorders

What is Dyslexia?

The International Dyslexia Association defines dyslexia as:

“Dyslexia is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Individuals with dyslexia often have difficulties with reading, spelling, writing and pronouncing words. It affects individuals throughout their life. However, individuals with dyslexia are able
to learn how to fluently read and write when provided with intensive multisensory structured language intervention, such as Orton-Gillingham based instruction. Examples of Orton-Gillingham based instruction include Wilson Reading System, Slingerland Method, Barton Reading, and Lindamood Bell LIPS and STARS programs.

What is Dysgraphia?

Dysgraphia is a condition of impaired letter writing by hand. This can interfere with learning to spell words in writing and speed of writing text. It is not a developmental motor disorder, but rather related to orthographic coding in working memory. Orthographic coding refers to the ability to store written words in working memory while the letters in the word are analyzed or the ability to create permanent memory or written words linked to their pronunciation and meaning. Often, children with dysgraphia have difficulty with both orthographic coding and planning sequential finger movements. Dysgraphia commonly occurs with dyslexia and is a relate condition. When dysgraphia presents with dyslexia, research shows that Orton-Gillingham instruction has been shown to help remediate handwriting difficulties.

Reading Intervention

Treatment is provided by our highly-trained Speech Language Pathologists and educational interventionists. Clients are guided through the reading intervention using an Orton-Gillingham (OG) based treatment model, which is a language based, personalized, multi-sensory approach. Evidence has shown that OG based programs provide superior results for children and adults with dyslexia. We do our best to make sure our clients experience success during every step of treatment, and develop the skills necessary to become effective readers.

Treatment generally lasts from 18 months to 3 years, depending on the frequency of treatment sessions and the severity of the reading impairment. Clients will receive brief homework assignments after every treatment session, and are asked to complete them and bring them to their next session. This ensures that concepts discussed in the session are being reinforced at home, and leads to quicker, longer lasting progress than simply attending treatment sessions alone.

Below are some of our intervention programs:

Dyslexia, Dysgraphia, Reading Fluency, & Reading Comprehension:

THE LINDAMOOD PHONEME SEQUENCING® (LiPS®) Program for Reading, Spelling, and Speech 

– an intensive approach to teaching phonemic awareness

VISUALIZING & VERBALIZING for Language Comprehension and Thinking® (V/V®) 

– a systematic curriculum to teaching listening and reading comprehension, and oral and written expression

WILSON Reading System® 

– an intensive approach to remediating reading and spelling difficulties in those who are moderately- severely impacted

WILSON Just Words®

– an accelerated approach to remediating reading and spelling difficulties in those who are moderately impacted

WILSON Fluency 

– Developing Accuracy, Speed, and Expression in reading

Slingerland® Approach 

– an orton-gillingham teaching method for reading, spelling, writing, and reading comprehension

Barton Reading & Spelling 

– an orton gillingham based curriculum to systematically teach phonemic awareness, reading and spelling

Promoting Awareness of Speech Sounds

– a systematic and intensive approach to teaching phonological processing in young children