Dyslexia Therapy

Our Approach

Dyslexia therapy typically employs a structured, systematic, explicit, and multisensory approach to reading instruction. These methods are designed to directly teach the foundational skills that individuals with dyslexia often find challenging. Depending on location, our therapists utilize a comprehensive approach to dyslexia therapy, incorporating a range of proven treatment programs. These include Multisensory Teaching Approach (MTA), Alphabet Phonics, and Take Flight. This varied selection allows for individualized treatment plans tailored to meet diverse learning needs.

Orton-Gillingham

Multisensory Approach: Orton-Gillingham instruction engages multiple senses, such as visual, auditory, and kinesthetic/tactile, to help students learn and retain information more effectively. Students may use methods like tracing letters in sand, tapping out sounds, or using colored tiles to represent sounds and syllables.

Structured and Sequential: The method follows a systematic and cumulative approach, breaking down language skills into smaller, manageable units. Students progress from mastering basic phonological and phonemic awareness skills to more complex decoding and encoding strategies, building upon their existing knowledge in a structured sequence.

Explicit Instruction: Orton-Gillingham instruction involves explicit teaching of language rules, patterns, and strategies. Teachers provide clear explanations, modeling, and guided practice to help students understand and apply these concepts in their reading and writing tasks.

Diagnostic and Individualized: Orton-Gillingham instruction is highly personalized to meet the unique needs of each learner. Teachers conduct thorough assessments to identify students' strengths and weaknesses, allowing them to tailor instruction and interventions accordingly. Lessons are adjusted based on ongoing progress monitoring and feedback.

Phonetic Emphasis: The method places a strong emphasis on phonics, teaching the relationship between sounds and letters systematically. Students learn phonetic rules and patterns to decode unfamiliar words, as well as syllable division and spelling rules to enhance their spelling skills.

Language Structure Awareness: Orton-Gillingham instruction helps students develop an understanding of the underlying structure of the English language. They learn about morphemes (smallest units of meaning), syntax, grammar, and vocabulary, enabling them to comprehend and express themselves more effectively in written and oral language.

Repetitive and Reinforcement: Mastery is achieved through repeated practice and reinforcement of learned skills. Students revisit previously taught concepts in various contexts to solidify their understanding and automaticity, gradually building fluency and confidence in reading and writing.

FAQ’s

  • Dyslexia therapy and reading tutoring, while both aimed at improving literacy skills, differ significantly in their approach, duration, and target population.

    Reading tutoring offers short-term assistance with flexible scheduling, making it ideal for students needing help with specific academic challenges like homework, reading comprehension, or particular math concepts. It provides targeted support to reinforce classroom learning, utilizing a varied approach with diverse teaching methods and resources to foster student growth. The number of sessions per week can be adjusted to meet individual needs.

    In contrast, dyslexia therapy provides long-term support with structured scheduling, typically requiring a minimum of three sessions per week for optimal results. It employs a specialized curriculum and a multisensory approach to address the underlying neurological differences that impact reading, writing, and spelling. Programs like Alphabetic Phonics and the Texas Scottish Rite Hospital for Children Literacy Program are commonly used. Dyslexia therapy is specific to learning challenges such as dyslexia and dysgraphia, building upon previously learned skills for a strong foundation. This skills-based progression ensures thorough understanding and skill development, with the pace adjusted to the individual's needs. Regular parent check-ins with the therapist are a key component to track progress and adjust the intervention plan.

  • If you observe your child consistently struggling with reading, spelling, and writing despite adequate instruction, they might benefit from dyslexia therapy. Common signs include difficulty with phonological awareness (like rhyming or identifying sounds in words), slow and inaccurate reading, poor spelling, and challenges with reading comprehension. If your child has already received a formal diagnosis of dyslexia, they would significantly benefit from a structured, explicit, and multisensory therapy program, as these approaches are specifically designed to address the core challenges associated with dyslexia and build foundational literacy skills.

  • For optimal progress in dyslexia therapy, it is generally recommended that sessions occur a minimum of three times per week for 50 minutes per session. This consistent and intensive approach is crucial for building the foundational literacy skills that individuals with dyslexia often need to develop. However, at KLC Pediatric Therapy, we understand that every family's needs and circumstances are unique. Therefore, we are committed to working collaboratively with you to develop a therapy program that best fits your child's individual needs and your family's schedule, ensuring the most effective and practical support.

    • Absolutely! The Orton-Gillingham method can be beneficial for children even if they are not currently behind in their reading skills. Using this structured and multisensory approach over the summer can help maintain and reinforce your child's existing reading abilities, preventing regression and potentially even accelerating their progress. Here are some reasons why:

      • Consolidating Skills

      • Building Confidence and Fluency

      • Preventing Summer Slide

      • Addressing Individual Needs

      • Promoting Lifelong Learning

Benefits of Early Intervention in Reading:

Preventing Academic Difficulties: Early identification and intervention can prevent or minimize reading difficulties before they become entrenched. By addressing reading challenges early on, children are less likely to fall behind academically and may avoid the need for more intensive interventions later.

Building Strong Foundations: Reading proficiency is fundamental for success across various subjects and academic levels. Early intervention helps establish strong foundational reading skills, such as phonemic awareness, phonics, vocabulary, and comprehension, which are essential for later academic achievement.

Promoting Confidence and Motivation: Children who struggle with reading may experience frustration and a loss of confidence in their academic abilities. Early intervention can provide targeted support to boost their skills and confidence, fostering a positive attitude toward learning and reading.

Supporting Language Development: Reading is closely linked to language development. Early intervention in reading not only enhances reading skills but also supports overall language development, including listening, speaking, and writing abilities.

Addressing Potential Learning Disabilities: Some reading difficulties may be indicative of underlying learning disabilities, such as dyslexia. Early intervention allows for timely identification of such challenges and appropriate interventions to address them effectively.

Preventing Social and Emotional Consequences: Reading difficulties can impact a child's social and emotional well-being. Early intervention helps prevent potential social and emotional consequences, such as low self-esteem, peer rejection, and behavioral issues, by providing support and resources to address reading challenges.

Maximizing Learning Potential: Early intervention capitalizes on the brain's plasticity during the critical period of language and literacy development. By providing targeted support when children are most receptive to learning, early intervention maximizes their potential for acquiring strong reading skills.