Need help with Literacy – Reading & Spelling?

We provide phonics programming which targets identified gaps in your child’s literacy development to improve academic performance & confidence.

 

We believe literacy instruction should be provided using a multi-sensory phonemic approach and tailored to the individual child’s personality and learning needs.  Instruction needs to be interesting, include clear expectations and functional academic gains need to be achieved quickly and be ongoing to maintain motivation, maximise outcomes and increase confidence.

 

We rapidly improve literacy skills for students through the delivery of the multisensory Cracking the ABC Code program tailored for students struggling with reading and spelling. Students can commence the program with us anytime from grade 1 – 12 and beyond. Instruction is in the clinic and is sometimes carried out in school time when the benefits of the program out way class attendance. Home follow-up and parent education is also recommended. https://crackingtheabccode.com/

 

If comprehension (understanding what is being read/said) is determined to be a considerable weakness which can not be rectified by improving reading fluency, we initially or additionally provide support to struggling students using the Lindamood-Bell program, Visualising & Verbalising.

Here are some signs that your child or student has difficulty with reading & spelling and may benefit from a multisensory literacy approach:

  • Has difficulty decoding single words (reading single words in isolation)
  • May be slow to learn the connection between letters and sounds
  • May confuse small words – at/to, said/and, does/goes
  • Makes consistent reading and spelling errors including:
  • Letter reversals – d for b as in, dog for bog
  • Word reversals – tip for pit
  • Inversions – m and w, u and n
  • Transpositions – felt and left
  • Substitutions – house and home
  • May transpose number sequences and confuse arithmetic signs (+ – x / =)
  • May have trouble remembering facts
  • May be slow to learn new skills; relies heavily on memorizing without understanding
  • School is stressful and difficult even though the student is intelligent

Speech Pathology Australia Literacy Fact Sheet (SPA-2019-FS13_Literacy)

  • What's next?

    • Assessment
      • Must determine auditory, visual and other sensory issues prior to testing
      • Battery of Literacy and phonological awareness assessments
      • Symbol Imagery testing
      • Receptive and Expressive Language checklist or assessment depending on needs
      • A full Lindamood-Bell Learning Evaluation may be conducted online to the supplement clinic assessment/observations
    • Intervention
      • Individual or small group sessions
      • Therapy is targeted to the child/students learning needs.
      • Recommended intensity may be daily-weekly
      • Proven outcomes are based on weekly sessions and regular home follow-up ½ -1 hr/day
      • Therapy may include Comprehension & Imagery goals based on assessment outcomes