Frequently Asked Questions
How is "intervention" different from "tutoring"? Intervention is short-term instruction that targets specific areas of weakness in order to help students close the learning gap. Once students have achieved a certain level of skill, they no longer require such intensive intervention and can continue to grow and develop their literacy skills at school.
Why does my child have trouble reading? A variety of learning and attention issues can affect a child's reading, however, dyslexia is the most common cause of reading, writing, and spelling difficulties.
What is dyslexia? Dyslexia is a language-based learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. - Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). For more information visit: https://dyslexiaida.org
How is dyslexia diagnosed? When evaluating dyslexia, a variety of tests are administered in order to gather information about the student's skills, cognition, and areas of strength and weakness. Typically a neuropsychologist or other licensed professional would provide a formal diagnosis. For more information visit: https://dyslexiaida.org/testing-and-evaluation/
What is the difference between a dyslexia evaluation and a dyslexia screening? Dyslexia screenings are designed to help educators determine if there are indications of dyslexia that may warrant further testing. They typically assess the areas of phonological awareness, rapid letter naming, and word level decoding/encoding. A dyslexia evaluation, however, is more extensive and includes a variety of norm-referenced tests administered by a neurologist or other licensed professional. At R.E.A.D. Intervention, we use a combination of norm-referenced testing, screeners, and criterion-referenced tests to help us pinpoint the areas of weakness. Based on the assessments, we provide parents with specific information about the likely root causes of their child’s reading difficultly and create a plan of intervention to target those areas. However, we do not diagnose students with dyslexia. Most public schools use the discrepancy model for special education eligibility and that requires cognitive testing that we do not administer. If parents seek a formal diagnoses of dyslexia, we can refer them to a professional who performs this kind of testing.
What is Orton-Gillingham? The Orton-Gillingham approach has been in use since the 1930’s and was developed by neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham. This theory combines multi-sensory techniques along with the structure of the English language. Multi-sensory education incorporates auditory, kinesthetic, tactile, and visual learning pathways. Items taught include: phoneme/grapheme relationship, phonemic awareness, syllable types, affixes, roots, decoding strategies, non-phonetic sight words, and common spelling rules. This approach is endorsed by the International Dyslexia Association and is the most commonly used intervention for dyslexia. For more information visit: https://www.ortonacademy.org/ https://dyslexiaida.org/ida-dyslexia-handbook/
What is linguistic phonics? Linguistic phonics is a synthetic phonics approach that organizes instruction around the 44 phonemes of the English language. Instruction centers around the knowledge that our alphabetic writing system is a code for spoken language. Students are taught that letters/letter combinations are visual representations of the sounds we say. Multiple spellings are introduced for a single sound. Students are also directly taught "overlap" in the code, when one spelling can represent more than one sound (i.e. book/moon). To learn more about linguistic phonics, read Diane McGuiness's book on the subject.
What if we have to cancel a session? Sometimes last minute issues can arise, however please make every effort to cancel by texting your instructor 24 hours ahead of time. No shows or cancellations that occur less than 2 hours before the session are charged the full session fee.
What can I do while my child is having a session? There is a small waiting area outside the office, but parents are not required to say in the building during sessions. The office is conveniently located in the center of Bedminster TWP between the Hills Shopping Center and The Fresh Market. It is surrounded by numerous stores, restaurants, and salons, so feel free to drop off your child and run errands.
How can I support my child’s reading at home? Read, read, read! Make reading a daily habit, even if it’s only for 10-15 minutes a night. Reading aloud books your child finds interesting but can’t yet read independently, will expose your child to new concepts and vocabulary. Practice reading and spelling the words sent home. Have your child reread stories sent home after sessions, and encourage your child to use the strategies learned during sessions, such as “trace and say” or removing affixes.
What forms of payment do you accept? cash, check, Venmo, Zelle, online credit card payment
Why does my child have trouble reading? A variety of learning and attention issues can affect a child's reading, however, dyslexia is the most common cause of reading, writing, and spelling difficulties.
What is dyslexia? Dyslexia is a language-based learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. - Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD). For more information visit: https://dyslexiaida.org
How is dyslexia diagnosed? When evaluating dyslexia, a variety of tests are administered in order to gather information about the student's skills, cognition, and areas of strength and weakness. Typically a neuropsychologist or other licensed professional would provide a formal diagnosis. For more information visit: https://dyslexiaida.org/testing-and-evaluation/
What is the difference between a dyslexia evaluation and a dyslexia screening? Dyslexia screenings are designed to help educators determine if there are indications of dyslexia that may warrant further testing. They typically assess the areas of phonological awareness, rapid letter naming, and word level decoding/encoding. A dyslexia evaluation, however, is more extensive and includes a variety of norm-referenced tests administered by a neurologist or other licensed professional. At R.E.A.D. Intervention, we use a combination of norm-referenced testing, screeners, and criterion-referenced tests to help us pinpoint the areas of weakness. Based on the assessments, we provide parents with specific information about the likely root causes of their child’s reading difficultly and create a plan of intervention to target those areas. However, we do not diagnose students with dyslexia. Most public schools use the discrepancy model for special education eligibility and that requires cognitive testing that we do not administer. If parents seek a formal diagnoses of dyslexia, we can refer them to a professional who performs this kind of testing.
What is Orton-Gillingham? The Orton-Gillingham approach has been in use since the 1930’s and was developed by neurologist Dr. Samuel T. Orton and educator, psychologist Anna Gillingham. This theory combines multi-sensory techniques along with the structure of the English language. Multi-sensory education incorporates auditory, kinesthetic, tactile, and visual learning pathways. Items taught include: phoneme/grapheme relationship, phonemic awareness, syllable types, affixes, roots, decoding strategies, non-phonetic sight words, and common spelling rules. This approach is endorsed by the International Dyslexia Association and is the most commonly used intervention for dyslexia. For more information visit: https://www.ortonacademy.org/ https://dyslexiaida.org/ida-dyslexia-handbook/
What is linguistic phonics? Linguistic phonics is a synthetic phonics approach that organizes instruction around the 44 phonemes of the English language. Instruction centers around the knowledge that our alphabetic writing system is a code for spoken language. Students are taught that letters/letter combinations are visual representations of the sounds we say. Multiple spellings are introduced for a single sound. Students are also directly taught "overlap" in the code, when one spelling can represent more than one sound (i.e. book/moon). To learn more about linguistic phonics, read Diane McGuiness's book on the subject.
What if we have to cancel a session? Sometimes last minute issues can arise, however please make every effort to cancel by texting your instructor 24 hours ahead of time. No shows or cancellations that occur less than 2 hours before the session are charged the full session fee.
What can I do while my child is having a session? There is a small waiting area outside the office, but parents are not required to say in the building during sessions. The office is conveniently located in the center of Bedminster TWP between the Hills Shopping Center and The Fresh Market. It is surrounded by numerous stores, restaurants, and salons, so feel free to drop off your child and run errands.
How can I support my child’s reading at home? Read, read, read! Make reading a daily habit, even if it’s only for 10-15 minutes a night. Reading aloud books your child finds interesting but can’t yet read independently, will expose your child to new concepts and vocabulary. Practice reading and spelling the words sent home. Have your child reread stories sent home after sessions, and encourage your child to use the strategies learned during sessions, such as “trace and say” or removing affixes.
What forms of payment do you accept? cash, check, Venmo, Zelle, online credit card payment
Have a question we haven't answered?
Address254 Highway 202/206
1st Floor Bedminster, NJ 07921 |
Telephone 973-886-2351
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Email
jennifer@readintervention.com
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CreditsIllustration Art by: lolagraphicimages.etsy.com
Photos by: Sharon McCutcheon. Debbie Hudson, Eniko Kis -Unsplash; Tero Vesalaine - Pixabay; Photo by Daniel Fazio on Unsplash |