We all want our children to be happy and to have the best opportunities for the future. Reading and writing are fundamental to academic success. Literacy instruction begins in kindergarten and continues into high school. If your child misses any of the early literacy skills, they may have low progress in reading and writing and this is likely to lead to academic underachievement.
Literacy and written expression difficulties are not necessarily a reflection of low intelligence or lack of talent. The child with difficulty in one area may have complimentary strengths in other areas. Children with learning difficulties can feel self conscious and anxious because other children are outperforming them academically. However, it is important to realise that therapy lessons and targeted intervention can help learning.
The literacy and written expression intervention at OneOnOne Children’s therapy uses a number of evidence based intervention methods. The MultiLit is a core component of our literacy intervention. The written expression programs uses intervention that reflects a child’s performance on a number of standardised tests.
The literacy and written expression programs at OneOnOne Children’s therapy has helped many children to ‘get back on track’ and reach their full potential at school.
What is dyslexia?
Dyslexia is a specific learning disability. It is often thought of as a reading difficulty, but it can impact many aspects of learning at school. It is not about whether your child may or may not have dyslexia, it is about the difficulties they are having across a continuum of skills. Students with dyslexia can be identified because they may trouble with some or many of the following:
Processing the sounds in words
- Difficulty working with the sounds in words eg, identifying beginning and end sounds in a word, producing a word that rhymes
- Problems learning phonic (letter/sound association) skills
Short term memory problems with auditory skills
- Blending sounds together
- Taking in verbal information
- Remembering instructions
- Learning lists of facts
Retrieving words from vocabulary
- Trouble with basic sight words
- Less fluent oral reading
- Difficulty recalling names and words
Recognising and remembering the ‘look’ of words
- Reading and spelling problems
Difficulty doing things quickly and automatically so they can only do one thing at a time
- Can’t focus on spelling and ideas at the same time when writing
- Can’t decode words and take in the meaning of the text at the same time
- Difficulty understanding what they have read
- Difficulty expressing them selves in written tasks
- Difficulty with listening and note-taking
Difficulty with multi-tasking
- Problems with organisation
- Problems with time management
Assessment for dyslexia
There is no single test for diagnosing dyslexia. Our Speech Pathologists and Occupational Therapists will discuss the issues and then decide the most appropriate assessment. We work closely with educational psychologists when assessing children with dyslexia. We may suggest that your child be assessed by an educational psychologist who will identify cognitive strengths and weaknesses and contribute to making recommendations to help address identified difficulties. A formal diagnosis of dyslexia is not usually made until a child is seven years of age or older. Despite this, there is much that can be done for children 7 years and under to prevent later reading and learning difficulties.
Children who are at risk of dyslexia usually show slow progress in reading during kindergarten. If you have concerns about your child’s reading then please call us and we can talk you about whether intervention early in the school years would be best for your child.
Intervention for dyslexia
With appropriate intervention, a dyslexic student can expect to read with the same degree of accuracy as their peers. However, it takes time to get to this level and students with dyslexia tend to read more slowly than their peers. At OneOnOne Children’s Therapy, our Speech Pathologists and Occupational Therapists use evidence based interventions to build the skills required for children in reading, spelling and written expression. We also work with children to develop strategies that teach them to stay on task and be organised.