We assess for reading and written language difficulties. Our focus areas are:
When a child is struggling with reading, the first step is to look at each of the skills identified as crucial in becoming a competent reader. Click here for Necessary Skills for Competent Reading. Areas of reading (or writing) weakness are then further examined to identify underlying causes. This is a vital next step in ensuring the appropriate type of intervention is provided. In all cases, we design the program of support based on the assessment profile rather than putting your child through a “one size fits all” program.
After the assessment, the results will be discussed with you along with the reported recommendations. We are happy to consult with teachers and other specialists working with your child. Further testing by other professionals (i.e. audiologist, paediatrician, psychologist or occupational therapist) may be recommended.
Intervention is provided in our spacious, friendly clinic at READ in Taringa. Programs are:
Individual and small group programs are offered with scheduling organised to suit the needs of the child and family. Within individual sessions, therapy and educational resources, games and computer programs are used to engage and maintain motivation. Practice between sessions is a vital part of the process, and parents are encouraged to join in with the programming wherever possible. With permission, we liaise with your child’s school and relevant professionals to help with the transfer of skills into other settings as well as to discuss accommodations to help in the classroom.
We also offer individual and small group intensive programs for children with severe literacy difficulties. Click here for Intervention Guidelines for Children with Severe Reading Difficulties. Intensive programs run for 2 hours per day, 4 days per week during school hours, for 6 weeks at a time. Over the 48 hours of therapy, children make accelerated gains in reading by getting the best and most suitable individual support. Intensive programming goes hand-in-hand with the Convention on Human Rights of Persons with Disabilities (United Nations, 2006) which explicitly states specific measures which are necessary to accelerate or achieve de facto equality of persons with disabilities shall not be considered discrimination under the terms of the present Convention. (Article 5, Paragraph 4). It is therefore not discriminatory to provide intensive out-of-class programming for children with severe dyslexia.
All education providers, in state, independent and private schools, are required to comply with the Disability Discrimination Act (DDA – 1992) and the Disability Standards for Education (DSE – 2005). The DDA makes it against the law to discriminate against a person if they have a disability in relation to accessing education (Australian Human Rights Commission, 2009).
If the Speech Pathologists at READ, or other qualified professional, diagnose your child as having a Specific Learning Disorder, with Impairment in Reading and/or Writing, this is regarded as a disability under the Act (DDA – 1992). Additional targeted educational support is therefore required to meet your child’s individual educational needs, including learning support and accommodations that allow students to participate and succeed in education on the same basis as other students, and may include the use of Assistive Technology.
At READ, we have experience in training children to use a range of assistive technology supports to help them read and write at the same level as other students in their classroom. We discuss options with you and the school to determine the most appropriate assistive technology supports for your child from a range of dyslexia-friendly reading and writing programs on iPad and computer, as well as other devices (e.g. C-Pen Reading Pens). Training in the use of these programs and devices is available at READ.