What differentiates the Reading Therapy Center, Inc., from traditional tutoring or learning centers?

Tutoring involves assisting the student with “subjects” or curriculum requirements in the classroom. It involves re-teaching the material from school and helping the student complete the assignments.  Therapy involves an intensive treatment approach that addresses and changes the student’s underlying weakness or weaknesses.  It is a cognitive (brain-changing) approach that allows a child to overcome his/her weakness rather than just learn strategies to cope with it.

How do you determine if therapy is needed?

Prior to therapy, students receive a complete and thorough evaluation. Students are given 8 to 10 tests that measure the following areas: reading comprehension, oral comprehension, phonological processing (including phonemic awareness), reading, spelling, vocabulary, receptive and expressive language ability, and rapid naming.

Parents who have concerns about their child’s mathematical ability may request a math assessment as well. These students are given two to three math tests measuring the following areas: numeration, computation, rational numbers, problem solving, measurement, and money.

Immediately following the assessment, the parents and examiner will meet for approximately one hour. Testing results will be interpreted and explained at this time and recommendations made for a treatment, if needed. A written report will follow.

What are the warning signs of a reading difficulty?

If a child exhibits three or more of the following warning signs they may be displaying a reading difficulty.

The Preschool Years

  • Family history of Dyslexia/reading difficulties
  • Delayed speech
  • Chronic ear infections
  • Can’t create words that rhyme
  • Trouble memorizing nursery rhymes
  • Difficulty pronouncing sounds and syllables in long words, prolonged ‘baby-talk’
  • Trouble memorizing alphabet
  • Difficulty learning letters in his/her name

 

Kindergarten and First Grade

  • Difficulty connecting letters to sounds
  • Failure to understand that words come apart
  • Difficulty learning sight words quickly and recognizing them in stories
  • Difficulty sounding out words that are not already memorized
  • Difficulty sounding out even the simplest words in Kindergarten, such as mat, cup, bit, pot or pin
  • Reading errors that show no connection to the sounds of the letter
    • Say big for goat, or fish for from
  • Reading that is very choppy and labored in mid-late First Grade
  • Difficulty spelling
  • History of reading difficulty in the family
  • Complaints about how hard reading is or avoiding the task

Mid-Late Elementary

  • Slow, choppy, inaccurate reading
    • Guesses at unknown words
    • Skips or misreads small, common words (at, to, the, of, for)
    • Ignores suffixes, such as -ed
    • Difficulty sounding out unknown words and fixing errors independently
  • Terrible spelling
  • May memorize words for test each week, but forgets them after the test and doesn’t use them in writing
  • Difficulty reading multi-syllable words, leaving out sounds or complete syllables
    • conible for convertible; rebersbal for reversible
  • Homework that never seems to end
  • Very slow progress in learning reading
  • May be labeled underachiever or learning disabled
  • Lowered self-esteem and lack of confidence in their academic ability

High School and Adults

  • History of reading difficulty
  • Limited vocabulary
  • Poor written expression
    • Difficulty putting thoughts down on paper
  • Reading continues to be slow and labored
  • Continues to guess or skip unknown words
  • Embarrassment caused by oral reading
  • Terrible speller
  • Difficulty pronouncing unfamiliar names of people or places
  • May drop out of high school
  • Has difficulty passing entrance exams for college
  • May have to reading something 2 or 3 times to understand it.

Now that you have looked through our warning checklist and have a better idea or hunch if in fact you or your child could use a solution to their reading difficulty, it may be time to reach out to us and see if we can help. We would love to walk through our process with you and see if help is needed and if we are the right fit. Learn more about Reading Therapy Center and how to reach us by clicking HERE.

How do you know if the therapy is working?

The staff at the Reading Therapy Center, Inc. have years of experience measuring day-to-day progress. A student’s progress, at each therapy level, is recorded daily. Parent observation is highly encouraged by staff. This allows them to observe progress and see the techniques that are being used. Consistent communication with parents is central to our program. At the end of a therapy contract, each student receives a complete post-evaluation. This provides an objective measurement to determine a student’s progress and current skill levels.

How often would my child come to the Reading Therapy Center for therapy?

We see most students one-on-one for 2 hours per day, 4-5 days per week. If a student is in Kindergarten or first grade, we may see them daily for one hour. If a student travels from a greater distance, we may see them for up to 4 hours per day. In all instances, our sessions are consistent and intensive because it is the most effective way to change the problem.

What if we live four or more hours away from the Reading Therapy Center, Inc.?

We have had families stay at a location close to Reading Therapy Center while their child attends therapy for the week. They will usually go home on weekends and return either Sunday evening or Monday morning.

Do children come out of school to attend the Reading Therapy Center?

Yes, we are open during school hours, four to five days per week.This will require children to come during their school day. The therapy that we do is very intense, and we do not want the child to be tired when they attend. Keep in mind, that though the child is not in school, he/she is receiving direct, one-to-one instruction to progress them toward success and independence in school. Schools are usually helpful and accommodating in allowing this to happen.

How long do students attend the Reading Therapy Center?

This depends on the severity of a student’s processing difficulties. Some children have only one area of difficulty while others have multiple difficulties. After the initial evaluation, we will explain our recommendations for a therapy plan, including an estimation of the minimum amount of hours needed. On average, our contracts range from 80-150 hours per area addressed.

We see dramatic results in only a few months for these reasons:

  • We utilize sensory-cognitive therapies which correct the cause of the problem, rather than the traditional approach of re-teaching the same skills.
  • The therapies are provided intensively, in a one-to-one setting.
  • The therapies re-train the brain, which in turn corrects the underlying problem.
  • Each of our therapists have extensive training and multiple years of experience using the Lindamood-Bell® approaches.

How do you include and inform parents while their child is at the Reading Therapy Center?

We strongly encourage parents to observe their child frequently during therapy sessions. In this way we can explain the therapy techniques we are using and answer any questions you may have. It also allows you the opportunity to see the types of things your child is doing, and they are able to “show off” their newly-learned skills to you.

We also have parent informational meetings throughout the year. These meetings provide parents [and other interested person(s)] with the most current information on reading, writing, spelling, comprehension, language, and math difficulties. We strongly encourage parents to attend one of these meetings, as it will help them better understand their child’s difficulties while providing a place to ask questions and network with other parents.

Is there a guarantee?

Because each student has a unique set of strengths and weaknesses, it is difficult to calculate an exact success rate. However, we are able to determine through an extensive assessment, observation, and interviews which, if any, therapy programs are needed to address presenting difficulties. While we cannot give a solid guarantee as to progress, we fully understand your need for this assurance. Therefore, we have a list of parent references available from our former clients. These parents are willing to answer any questions you may have regarding their experience at the Reading Therapy Center, Inc.

We have years of experience measuring student progress during therapy and we make it a regular priority to update and involve parents in their child’s therapy.