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LEAPING LITERACY DYSLEXIA THERAPY LLC
1. PERSONALIZED aPPROACH
2. Evidence-based methods
2. Evidence-based methods
We understand that dyslexia affects individuals differently. We create customized learning plans to cater to specific student needs, ensuring progress. Student performance on initial dyslexia assessments are analyzed and an intervention plan is created. All intervention plans are adjusted as needed.
2. Evidence-based methods
2. Evidence-based methods
2. Evidence-based methods
All dyslexia therapy includes visual, auditory, and motor processing with an explicit understanding of the English Language. Each lesson includes the foundational reading skills (phonemic awareness and phonics), fluency, comprehension, vocabulary, writing, and spelling. A session summary is provided for each session to inform parents of success and next steps
3. Empowering confidence
2. Evidence-based methods
4. flexible learning plans
Dyslexia therapy empowers confidence by addressing the specific challenges individuals with dyslexia face, teaching them to view their condition in a positive light, and providing them with the tools and strategies they need to succeed in various aspects of life. This empowerment can have a profound and lasting impact on an individual's self-confidence and overall well-being.
4. flexible learning plans
4. flexible learning plans
4. flexible learning plans
We offer a range of flexible scheduling and options, including one-on-one in-person sessions and virtual tutoring, to fit your busy life. Sessions per week can be scheduled to fit your need and finances.
Each session is scheduled to be 30-60 minutes based on student need. Adjustments to the individual sessions are flexible and adjusted as needed.
5. Early intervention
4. flexible learning plans
6. Progress Monitoring
Dyslexia therapy is often most effective when started early. Identifying and addressing dyslexia in childhood can prevent years of struggle and frustration and enable individuals to build a strong foundation for future learning.
6. Progress Monitoring
4. flexible learning plans
6. Progress Monitoring
Our goal is student growth! Summary reports and next steps are provided for each session.
Your child will be monitored in all areas of foundational reading skills, fluency, comprehension, spelling, writing, and vocabulary. We will always communicate progress with the parents.
More detailed reports are provided as requested.
Making a DIFFERENCE for children with Dyslexia
Meeting with US Senator Katie Britt (AL) and US Senator Bill Cassidy (LA)
Meeting with US Senator Katie Britt (AL) and US Senator Bill Cassidy (LA)
Meeting with US Senator Katie Britt (AL) and US Senator Bill Cassidy (LA)
The roundtable featured K-12 educators from around Alabama in the CALT program and gave them an opportunity to speak about their experiences supporting students with dyslexia in their respective schools and positive outcomes they’ve had as a result of the CALT program. Senator Britt and Senator Cassidy are passionate about how they can support teachers and students at the federal level.
US Senator Katie Britt
Meeting with US Senator Katie Britt (AL) and US Senator Bill Cassidy (LA)
Meeting with US Senator Katie Britt (AL) and US Senator Bill Cassidy (LA)
U.S. Senator Katie Britt visited the University of Alabama, her alma mater, last week to participate in a roundtable discussion about dyslexia education and the school’s Certified Academic Language Therapist program. She was joined by U.S. Senator Bill Cassidy of Louisiana, Dr. Laura Cassidy, a Dyslexia Resource Center board member, and participants from the university’s CALT (Certified Academic Language Therapist) program.
“This program not only helps students, but helps other teachers understand the tools and innovation that are out there and the science that supports it, so that they can take what they’ve learned back to their communities and change the trajectory of children’s lives,” Sen. Britt said.
Research Supporting Early Intervention!
What effective intervention can do to the brain:
When children with reading disabilities were given intensive, systematic code-based reading interventions, they demonstrated increased activation in important brain regions associated with reading and made significant gains in reading fluency and comprehension even 1 year after intervention had ended. (Shaywitz, 2004)
Neural systems for reading are malleable and highly responsive to effective reading instruction. Research shows when students (ages 6-9) receive systematic phonics-based reading intervention evidence of plasticity of the neural systems for reading is found in fMRI studies. (Shaywitz, 2004)
Using a scientifically based reading intervention which is intensive and phonologically based with children who are poor readers made significant and durable changes in brain organization so that brain activation patterns resemble those of typical readers of the neural system for reading. (Birsh, 2018)
why early intervention is best:
As children get older research found that "the intensity and duration of reading intervention must increase exponentially" to achieve the same improvement possible with younger children. Older students will only attain grade-level standards with "instruction sufficiently powerful to accelerate reading development dramatically." (Torgesen, 2007)
74% of students who are reading below grade level in 3rd grade will still be reading below grade level in 12th grade. (Birsh, 2018)
Member of ALTA and International Dyslexia Association