• Reading Therapy
  • FAQ's
  • Brain Based Reading
  • Reading Approaches

Reading Therapy

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When children become good readers in the early grades, they are more likely to become better learners throughout their school years and beyond
National Institute for Literacy

Reading success or failure has a tremendous influence on a child’s  self confidence and motivation to learn.

It is imperative that the skills children must learn in order to read well are reflected in the classroom reading program and instructional approaches. The goal of reading therapy is to help prevent the predictable consequences of early reading failure. Identifying children early means that teachers can start using appropriate methods to ensure the learning journey is smoother and enjoyable for all children.

Reading Therapy is not tutoring.

Therapy emphasizes the development of underlying reading processes that form the foundation for reading and language. Therapy is based on automaticity and accuracy of the reading processors:

  • Phonological Processor- process speech sounds to letter sequences and spelling patterns.
  • Orthographic processor- processes the print. It has nothing to do with sounds and emphasis is on learned associations between letter groups like (sh, ing, tch, eigh). It is this processor that has to chunk letters together to help us read.
  • Meaning processor- processes all known word meanings.

*A tutoring service involves re-teaching the material from school and helping the students complete their assignments.

We recognize that reading is more than just putting sounds to letters.

Reading is a complex process, involving phonological and language skills. This process may break down at various points for a variety of reasons. Some people experience difficulty with reading and or/understanding the English writing system and as a result learning how to read becomes a painful chore rather than an exciting adventure. Reading therapy provides the key to unlock the door to learning and to make reading, not only an enjoyable part of living but also a pathway to learning in any discipline. 


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Two to three of- ten children have – some reading difficulty. In other words, 20%-30% of our children reading is a challenge. The primary reason for reading and spelling difficulties is -weak phonemic awareness, or -difficulty in judging sounds within words. Phonological awareness is the auditory ability to register, discriminate, differentiate and compare the sequence of sounds within spoken word.
A weakness in phonemic awareness results in miscues such as the omission-, substitution and reversal of sounds and letters within words. 

Difficulty learning letter names and sounds

– Reliance on sight words, “ guessing” at words

– Difficulty sounding out words phonetically for reading

– Mispronunciation of words when speaking English, such as saying “aminal” for“ animal”

– Difficulty with rapid naming of known objects, colors, shapes. Inability to correct reading errors.

Difficulty perceiving and understanding spoken language as poor sequencing- of- sounds in speech

Poor reading comprehension skills

No, your child can hear just fine, but it is hard for him/her to understand that words have individual sounds. Our reading system is based on this understanding that words are made up of sounds and/or syllables. Therefore, children who have difficulty with phonemic awareness will have difficulty with reading and spelling.
Contact Miss Joy for an initial, no obligation, consultation- to discuss your child’s reading – concerns. If necessary, we will suggest an evaluation to clarify whether your child will benefit from–Reading Support Services or Reading Therapy. If an evaluation is required followed with  Reading Support Services  we will discuss test results and make recommendations for a reading plan  in an appointment immediately following the assessment.
This depends on the severity of a student’s processing difficulties. Some children have only one -area of difficulty while others have multiple difficulties. After the initial evaluation, we will recommend a Reading Support plan that- include an estimate of the hours needed per week over an academic school year. 
By observing the student’s confusion and cause of the confusion with the English language and directly teach the language concept that is interfering with the learning process. To be diagnostic means to identify a child’s skills first and proceed to prescribe an appropriate therapy plan that allows for successful learning to take place. We provide a stage for building skills by implementing various Multisensory Structured Language (MSL) approaches. MSL links are consistently made between the visual (what we see), auditory (what we hear), and kinesthetic-tactile (what we feel) pathways to enhance memory and learning in how to read and spell. 
Children with dyslexia or language based difficulties often exhibit weaknesses in auditory and/or visual processing. They may have weak phonemic awareness that is they are unaware of the role sounds play in words. They have difficulty rhyming words, blending sounds to make words, or segmenting words into sounds. In general, they do not pick up the alphabetic code or system. When taught by a multisensory approach, children have the advantage of learning alphabetic patterns and words by utilizing all three pathways.
No. Reading difficulties are persistent and one does not outgrow them. Only with intensive proper intervention can children improve their reading and spelling skills. By overcoming the underlying cause, weak phonemic awareness, children can significantly improve their skills and achieve to their potential.

Brain Based Reading

Becoming a reader involves the development of several important skills including learning to identify words in their printed form and to comprehend written material. The challenge for beginning readers is to learn to identify printed words accurately and fluently. Without good word identification skills, comprehending even the simplest text is very difficult.
- Torgeson, 1995

Brain based reading and learning methods help connect neuroscience

to the classroom. We believe in reading research, that these underlying processes are the “keys” to learning. With these” keys,” students not only become independent readers, writers and spellers; they become independent learners for life! Brain based reading is an approach that addresses and changes the underlying weakness or weaknesses a student has. Children learn to overcome the weakness rather than just learn how to cope with it. Brain based learning encourages students to enjoy the learning process and to have fun while analyzing and using tools and strategies to “break the code” of the English language.

Brain based reading supports struggling readers learning to read in English.

Our goal is to diagnostically identify each child’s struggle in language and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read. Lessons target and reinforce specific skills and sub-processors of reading.

Reading Approaches

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Reading programs are based on systematic phonics using multi-sensory strategies and approaches through direct, concept teaching. The sequence of concepts and skills progresses from the simplest to the most complex. The reading/decoding curriculum is basic explicit phonics starting with phonemic awareness, proceeding to sounds/symbol correspondence, syllabification, and ultimately context with attention to memory, accuracy, fluency and comprehension.


Orton-Gillingham is a highly structured, sequential multisensory, phonic-based approach to teaching reading and spelling. O.G. is intended primarily for use with children who have difficulty with reading, spelling and writing. Multisensory techniques are used to promote better retention as students are taught the phonetic codes of the language. This is much easier than having to memorize thousands of words by sight. The 44 basic sounds and the letters that represent them are taught one at a time in building block fashion.
Daily drill on the sounds and plenty of word decoding practice will help them to master this foundation. Children read material, with controlled vocabulary, that introduces the sounds in a good phonics sequence to avoid confusion. With the proper preparation, students continually have successful reading experiences.

O.G. Therapy: is integrative and direct, content covered: decoding letter sound relations (using mnemonic letters), word analysis (six syllable types), word recognition (sight words), vocabulary (grammar), oral reading, reading comprehension, and spelling (generalizations and rules).

Key Features of O.G:

  • Simultaneous, multisensory instruction for reinforcing the name, formation, and sound of letters: vision, hearing, and touch simultaneously to promote higher retention.
  • Teach phonics skills one at a time in building block fashion.
  • Use a sequence that minimizes confusion (systematic).
  • Teach decoding (reading) and encoding (spelling) skills using the 44 basic sounds of the English language helping those who cannot memorize words by sight, and helping all students to read largerwords independently.
  • Review DAILY the vowel, phonogram, and digraph sounds until mastered.
  • Provide decodable stories with controlled vocabulary that builds on the skills taught to date— eliminating the tendency to guess.
  • Teach comprehension and language arts skills within the context of the stories (to give the skills meaning and purpose).


Lively Letters is a highly dynamic phonemic awareness approach developed by Nancy Telian, a speech and language pathologist and reading specialist.

Lively Letters combines phonology and phonics to improve reading and spelling in English for all learners. Students learn to recognize phonemes (sounds), to read words efficiently and to spell words correctly.

You may be familiar with letter names/or sounds, but with Lively Letters we focus on how the sounds are made. Using a guided discovery approach we learn how the sounds are made and how to determine if our voices are on or off. The letters are directly embedded into pictures of lively characters that show what the mouth is doing when the sound is produced.
An engaging story and hand cue help the student to elicit the sound quickly. Students repeat the sounds and learn the oral kinesthetic features of the sound to help with correct pronunciation and to eliminate confusions. Our Lively Letters love to share their personalities and character!

Key Features of Lively Letters:

  • Letter/sound associations– structured and explicit
  • Rapid Naming of Letter Sounds –automatic naming of letter sounds with use of imagery and movement
  • High Level Phonemic Awareness: Blending, Segmenting and Manipulating one syllable words in English.


Incorporating metagcognition in teaching is about thinking about “what we know” and “what we don’t know”. A metacognative environment encourages an awareness of thinking.

Our Metacognitve strategies like MIM and activities like the Word Web help students’ make connections and reflect upon their own learning about the “web of words” in their heads. We begin with the children’s prior knowledge about a word’s meaning by developing explicit elaboration and depth around “known” words.

We can never assume a child knows the meaning of a word, much less the fact it might mean several different things. Our fun strategy provides a visual mnemonic for children to store multiple meanings of words from the start. We explore the multiple meanings of “core” words in English with the use of fun word web activities. Students learn how to match multiple definitions to each core word.

Key Features of MIM Class:

  • MIM tricks are quick, humorous mnemonics that teach key strategies about words.
  • Word Web, a chart that provides a simple, visual way of illustrating how words are interconnected to improve comprehension and vocabulary skills.