Many different strategies to teach decoding and improve reading skills are available and
are successful. Strategies can be based on whole language, comprehension skills,
phoneme awareness, auditory conceptualization, phonological awareness, prevention,
and/or multi-sensory systems. Programs can be home based, school based, software
based, designed for individuals or designed for groups. Different programs also offer
different balances of reading and writing, that is, some programs incorporate a lot of
writing while others focus on reading and comprehension first.
Any treatment should begin with an that assesses a child's strengths and weaknesses in
both oral and written communication skills. There is no one test for dyslexia.
When a written language disorder is suspected, an assessment should include assessment
of language skills (including vocabulary and comprehension), phonemic awareness,
reading fluency, spelling/writing skills, and phonological processing skills.
A Speech-Language Pathologist has specialized training in linguistics, assessment,
language development and therapeutic techniques for facilitating learning. These skills
enable a Speech-Language Pathologist to provide a unique approach to reading disabililties
and written communication.
At Developmental Edge, our approach begins with an evaluation of language skills,
(including vocabulary and comprehension), phonemic awareness, reading fluency,
spelling/writing skills, and phonological processing skills by a Speech-Language
A treatment plan is developed from the evaluation based on the difficulties and skill
deficits of the child. A treatment plan always includes recommendations for therapy,
short term goals, long term goals and strategies that can be incorporated by parents and
caregivers into the daily activities of the child.
The treatment is carried out through one-on-one therapy sessions with the child, parent
education, strategies to carry over skills into academic work and ongoing adjustment of
goals based on a child's progress and needs.
Children with reading disorders often can read and spell but do
not become proficient or automatic with reading and spelling
at an expected level.
We incorporate the aspects of reading in a language rich approach that uses reading, writing and hands-on activities
to achieve fluency in reading and writing while facilitating comprehension in reading
and meaning in writing.
Decoding- includes phoneme awareness, phonics, morphology
Practice- becoming automatic, developing fluency, competence
Vocabulary- learning new words, syntax, concepts
Comprehension- understanding what you read
Literacy- reading for enjoyment, reading for information