What is dyslexia?

The International Dyslexia Association defines dyslexia as “Dyslexia is a specific learning disability that is neurobiological 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 the growth of vocabulary and background knowledge.” Dyslexia is not related to intelligence. In fact, many people with dyslexia have strengths in areas such as creativity, problem-solving and 3D construction. There are many successful entrepreneurs and role models who are openly proud of the fact they have dyslexia.  Dyslexia impacts up to 1 in 10 individuals. This ratio could even be higher when it is considered on a continuum from mild to severe.

The International Dyslexia Association considers Structured Literacy to be the gold standard for teaching those with language-based difficulties including those with a dyslexic profile and in fact all students. This is because it prepares students to decode words in an explicit and systematic manner. The Multisensory Structured Language Orton-Gillingham approach is a structured literacy approach that is endorsed by the IDA and ADA. This is because it is language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible. All our therapists are certified by The Australia Dyslexia Association in this approach.

For further information look at the following links.

https://dyslexiaida.org/effective-reading-instruction/ 

https://dyslexiaassociation.org.au/ 

https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/

Not at all. A full Psychological Assessment is not needed to determine that a student may have a profile consistent with dyslexia. If your child is struggling with their reading, spelling or writing we are able to help. Your child will receive the same high standard therapy with or without a diagnosis. The comprehensive assessment that we conduct before we commence therapy provides us with a learning profile that enables us to develop a plan for intervention. Therapy can then be individualised to your child’s needs.

Our instruction is based on the Orton Gillingham approach, which is considered the gold standard intervention for students who present with a dyslexic profile or other language learning differences. It reflects best practice in the science of reading. All lessons are based on the guiding principles of this approach. 

• Personalised - This is not a set program so each lesson is designed and paced to meet the individual needs of the student.  
• Diagnostic - All information gained throughout a lesson is used to design further learning experiences.
• Direct Instruction - Instruction is explicit. A student approaches the learning experience understanding what is to be learned, why it is to be learned, and how it is to be learned.
• Systematic, Structured and Sequential - The teacher presents information in an ordered way that moves from the simple, well-learned material to that which is more complex. It begins by using systematic phonics in the initial stages of reading development stressing the alphabetic principle and sound/symbol relationships from individual sounds to written words that graphically represent speech sounds. Once a student has mastered the sound/symbol relationship, teaching moves onto syllabic, morphemic, syntactic, and grammatical structures of language and our writing system. 
• Multisensory - This component involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language.
• Cognitive and Emotionally Sound - Teaching is directed toward providing the experience of success. With success comes increased self-confidence and motivation. Confidence is gained as they gain in their ability to apply new knowledge.

It is not compulsory to do follow up work but we strongly encourage it. The more practice your child does the more likely that they will make faster progress. Where possible, we make the home follow up in the form of games and hands-on activities so it is not a stressful experience for all.

We are very keen to cooperate with schools. We believe that the student has a greater chance of success if a transdisciplinary approach is used. With your permission, we will share reports with the school and any other allied professionals working with your child. If we are providing therapy at your child's school, we will endeavour to have regular contact with the class teacher.

We are also able to provide professional learning and or consultancy services to a school should they request it.

We are experienced in working with children from four years of age to adulthood.