Services

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. Areas of reading (or writing) weakness are then further examined to identify underlying causes. This is a vital step in ensuring the appropriate type of intervention is provided. In all cases, we design intervention 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.

Assessment Services

We assess for spoken and written language difficulties. Our focus areas are:

• Specific Learning Disorder, with Impairment in Reading – including Dyslexia
• Specific Learning Disorder, with Impairment in Writing – including Dysgraphia
• Auditory Processing Disorders
• Developmental Language Disorder
• Attention Disorders
• Memory and Working Memory Disorders

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. Areas of reading (or writing) weakness are then further examined to identify underlying causes. This is a vital step in ensuring the appropriate type of intervention is provided. In all cases, we design intervention 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

Intervention may be provided in our spacious and inviting clinic in Taringa, or in some cases, via telehealth. Our intervention is:

• individually matched to your child’s profile
• strongly evidence-based
• systematic and multi-sensory
• fun and engaging
• family-sensitive

Intervention sessions may be offered in individual or a small group format. Within 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.

Intervention

Intervention may be provided in our spacious and inviting clinic in Taringa, or in some cases, via telehealth. Our intervention is:

• individually matched to your child’s profile
• strongly evidence-based
• systematic and multi-sensory
• fun and engaging
• family-sensitive

Intervention sessions may be offered in individual or a small group format. Within 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.

At READ, we acknowledge the role of assistive technology (AT) in allowing students with recognised learning difficulties to participate and succeed in education. Per the Disability Discrimination Act (DDA – 1992) and the Disability Standards for Education (DSE – 2005) we advocate for assistive technology supports for clients who require additional support to achieve equitable access to the curriculum.

Assistive Technology

Assistive technology (AT) has the potential to give students with literacy and language difficulties the support they require to access information and express their ideas. AT options can range from:

• eBook and Audiobook access
• speech-to-text and text-to-speech programs across devices
• predictive text and grammar checking software
• stand-alone devices, such as those seen in the smartpen market

At READ, we acknowledge the role of assistive technology (AT) in allowing students with recognised learning difficulties to participate and succeed in education. Per the Disability Discrimination Act (DDA – 1992) and the Disability Standards for Education (DSE – 2005) we advocate for assistive technology supports for clients who require additional support to achieve equitable access to the curriculum.