First, the child is scheduled for a formal assessment with the reading specialist. Once the parent conference is conducted to discuss test results, the child may be enrolled for reading intervention.
Yes. We, however, strongly encourage that your child undergo the assessment process to establish baseline measures and to identify his/her literacy needs.
Testing often lasts anywhere from 4 to 6 hours conducted over a period of 2 to 3 sessions. Standardized and informal tests are utilized to measure various areas of literacy such as word reading, reading and listening comprehension, spelling, and written expression skills.
We suggest that your child bring a sweater and snacks.
Students must attend classes at least twice a week for an hour each for approximately 3 ½ months. Essentially, this could be anywhere between 20 to 25 sessions which is equivalent to 1 reading program.
The academic year from June to March is divided into 3 trimesters.
Enrollment is per program or trimester.
1st Trimester / June to September
2nd Trimester / Mid-September to December
3rd Trimester / January to March
1st Trimester / June to September
2nd Trimester / Mid-September to December
3rd Trimester / January to March
Yes, for 6 weeks from April to mid-May.
There are no hard and fast rules as to how long students should attend remedial reading since each of them responds differently to instruction. While we provide recommendations based on our observations of the child’s progress, it is essential that parents also consult with their child’s developmental pediatrician or psychologist to determine whether their child will still benefit from continued remedial instruction.
We aim to primarily identify and address the literacy needs of children with learning disabilities. This would include students that may also have AD/HD, reading and/or comprehension difficulties, receptive and/or expressive language deficits, and those challenged with handwriting, spelling, and written expression.
We create a customized literacy program to address your child’s literacy needs.
We do not utilize prescribed modules and subscribe to a “one size fits all” philosophy. For example, one student’s program may require a heavy emphasis on language development and comprehension, while another would focus on developing word reading, spelling, and written expression skills. Aside from using direct, explicit, and systematic instruction in every area of literacy, we utilize an eclectic approach as we draw on a variety of research-based instructional strategies to address each child’s individual needs.
For example, we use a multisensory method approach to remediate handwriting, reading and spelling difficulties. This means that students makes use of all modalities while learning—visual, kinesthetic, and auditory pathways—to ensure optimal retention of information.
To teach comprehension, for example, we teach students the visualization technique in addition to instructing them how to engage in a variety of metacognitive strategies to instill in them the habit of monitoring their own thinking processes.
Most importantly, teachers find creative and fun ways to engage struggling readers so they do not only learn, but also eventually develop a genuine interest and love for reading.
We do not utilize prescribed modules and subscribe to a “one size fits all” philosophy. For example, one student’s program may require a heavy emphasis on language development and comprehension, while another would focus on developing word reading, spelling, and written expression skills. Aside from using direct, explicit, and systematic instruction in every area of literacy, we utilize an eclectic approach as we draw on a variety of research-based instructional strategies to address each child’s individual needs.
For example, we use a multisensory method approach to remediate handwriting, reading and spelling difficulties. This means that students makes use of all modalities while learning—visual, kinesthetic, and auditory pathways—to ensure optimal retention of information.
To teach comprehension, for example, we teach students the visualization technique in addition to instructing them how to engage in a variety of metacognitive strategies to instill in them the habit of monitoring their own thinking processes.
Most importantly, teachers find creative and fun ways to engage struggling readers so they do not only learn, but also eventually develop a genuine interest and love for reading.
4 to 12 years old
Kindly contact the office at the numbers provided and we would be more than happy to share this information with you.