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 learning disabilities. In addition to their graduate level training, they have all also received training in the Yoshimoto Orton-Gillingham Approach to teaching reading 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.
Accommodations and Advocacy
An integral part of our intervention programs work on supporting each individual child’s needs in their academic environment including determining the most appropriate accommodations, and, depending on age, the introduction of technology. Building self-esteem, teaching each child about their unique set of strengths and needs, and working with students on advocacy skills are integral to their success throughout their lifetime. Students need to know how they learn and how to advocate as they progress through their academics and careers. We have a wonderful set of resources for both student and parents to assist them in meeting their goals.
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.
Academic Language Skills
Many children with language-based learning difficulties such as dyslexia struggle with the language demands in their academic environment. While no difficulties may be apparent in conversational language, they may struggle with vocabulary, language retrieval, organization and sequencing within their academic environment. If they can’t say it, they can’t be expected to write it. Our SLP’s are highly trained in working on higher level language skills with students. For many of these students, these difficulties do not become apparent until third or fourth grade when demands on academic content increase significantly.
Handwriting and Keyboarding
Our occupational therapists are skilled in addressing fine motor concerns related to handwriting and implementing a sequential approach as well as selection of appropriate tools (pencil grips, slant boards, postural support, specialized writing paper etc.) for improving these skills. For older children, a keyboarding program is often recommended as part of their intervention program.