All of our speech language pathologists (SLP’s) have master’s degrees and are certified by the American Speech, Language, and Hearing Association (ASHA). The clinicians who assess and provide intervention for reading disabilities have extensive training in language-based reading disabilities. They have all participated in a 40 hour Yoshimoto Orton-Gillingham training which is an accredited teacher training program by the International Dyslexia Association. Their background and training enables them to individualize each student’s intervention program and progress students as quickly as possible through their intervention program. Reading comprehension, vocabulary, and the writing process are incorporated into each student’s intervention program.
Why Are SLP’s a good fit for working with children with reading disabilities?
The reciprocal and multiple relationships between spoken and written language make it appropriate for SLPs to play an integral role in helping children become literate. SLPs understand individual differences in normal and disordered language development across the age span, as well as the role of sociocultural differences in language acquisition. Knowledge of language and its subsystems—phonology, morphology, syntax, semantics, and pragmatics/social skills—is highly relevant for prevention, identification, assessment, and intervention of literacy problems. SLP’s possess such skills, as well as skill in diagnosing and treating children with a variety of language-based learning differences.