Dyslexia
Dyslexia can look different at every age, but common signs include prolonged difficulty learning letter sounds, sounding out unfamiliar words, reading accurately or fluently, spelling, remembering sight words, or understanding what has been read. Younger children may struggle with rhyming, recognizing letters, or breaking words into sounds, while older children and adults may read slowly, avoid reading aloud, or require more time to complete reading and writing tasks.
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Having one or two of these difficulties does not necessarily mean someone has dyslexia. A comprehensive evaluation is the best way to determine whether the challenges are related to dyslexia and to identify the type of support that may be helpful.
For dyslexia intervention, I use the Neuhaus Basic Language Skills (BLS)Â curriculum. BLS is a structured literacy program based on the Science of Reading and the Orton-Gillingham tradition. It provides explicit, systematic instruction in phonological awareness, phonics, decoding, spelling, fluency, and language skills.
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Neuhaus is a nationally recognized literacy training organization. Its dyslexia programs are grounded in the Science of Reading and Orton-Gillingham principles, with advanced training recognized by the International Dyslexia Association and accredited by IMSLEC.
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More general academic tutoring is also available.
To achieve maximum progress, students are asked to participate in 180 minutes of intervention each week. This may be scheduled as three 60-minute sessions or four 45-minute sessions, depending on availability and your child's needs.
Yes. Many children benefit from receiving both services, especially if they have co-occurring speech, language, or communication needs. Speech therapy and dyslexia intervention often complement one another. While dyslexia intervention focuses on developing reading, spelling, and written language skills through structured literacy instruction, speech-language therapy may target areas such as speech sound production, expressive and receptive language, or social communication, depending on your child's individual needs. If your child is already receiving services through another provider or at school, collaboration can help ensure everyone is working toward complementary goals.
Dyslexia affects more than reading—it impacts the language skills that support reading, spelling, writing, and learning. Speech-language pathologists have specialized training in language development and understand how spoken language serves as the foundation for literacy.
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A speech-language pathologist can identify language strengths and challenges that may influence reading success and provide intervention that strengthens the skills children need to become successful readers and communicators. When appropriate, care is coordinated with psychologists, educators, tutors, and other professionals to provide comprehensive support.
Not always. A full evaluation is not necessary to begin intervention. A screener and frequent progress monitoring will be conducted at the beginning and during intervention. Intervention can be completed with a formal or suspected diagnosis. We can discuss more recommendations during the initial call.
Not a problem! I offer screeners for $25 that look at a couple areas and determine the need for a more in depth evaluation. If you proceed with an evaluation, the cost of the screener will go toward the cost of the evaluation.
Short answer is, hopefully. I can not guarantee that your child's school will accept my diagnosis and evaluation for dyslexia. As a Speech Language Pathologist in the state of Texas I am a fully licensed and appropriate evaluator for dyslexia (according to the American Speech and Hearing Association and the International Dyslexia Association). Whether the school accepts an outside provider is dependent on the school, principal, and special education coordinator. I am happy to work with you and your child's school to advocate for the best outcome.
Prior to the first appointment, you fill out some forms regarding your child’s educational history, strengths, weaknesses, and family concerns. For evaluations, we schedule 1-2 sessions where an in depth assessment is completed to determine literacy skills and areas of growth. Following the evaluation, a report will be provided with recommendations and goals for intervention. A home program will also be developed.
General Questions
I am currently offering in home and on location services. Main location will be in Heights/Oak Forest area. An additional fee is added for over 10 miles for in home.
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Virtual services available when appropriate. Please contact us for current availability and scheduling options.
Every child progresses at a different pace. The length of intervention depends on your child's age, current skills, learning profile, and consistency of attendance. Progress is monitored regularly, and recommendations are adjusted as skills develop.
I work with all ages! Reading Readiness is designed for preschool and kindergarten students, while dyslexia intervention and other services are available for older children and individuals as appropriate.Â
Yes. I have navigated these meetings as a parent and professional and am familiar with the process. I am not an advocate but am happy to act as a consult for dyslexia and speech/language, AAC related services. This looks like reviewing proposed ARD, 504, and IEP documentation, making recommendations on testing, goals, and services related to above, or attending meetings as a professional opinion in collaboration with an advocate or other professionals.
I am not in network with insurance and currently accept payment via check, cash, Zelle, or Venmo. Payment is due weekly or day of service for evaluations.
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This free 10 minute call is to answer any quick questions you may have regarding services or to see if we are a good fit to work together. Based off of our conversation we can determine next steps for screening, evaluation or intervention.