Frequently Asked Questions

Leaping Literacy Dyslexia Therapy LLC will provide a comprehensive dyslexia assessment that can identify characteristics of dyslexia. Areas assessed include the alphabetic principle, phonemic awareness, phonics, fluency, decoding, oral reading fluency, encoding (spelling), etc. A written initial report that specifically addresses strengths,  weaknesses, and learning goals is provided to the parent. After the initial dyslexia assessment, parents can pursue further medical testing if characteristics are present. 

Only a psychologist with specific education in dyslexia testing can give a medical diagnosis of dyslexia. A Speech and Language Pathologist (SLP) with proper training can sometimes diagnose dyslexia, but this is not always accepted by school systems. A diagnosis by a SLP is not considered a medical diagnosis. Check with your school system to see what they accept.

If a child is diagnosed with dyslexia or characteristics of dyslexia, intensive reading therapy by someone trained to provide specific dyslexia therapy is the most beneficial for academic growth. Leaping Literacy Dyslexia Therapy LLC is trained specifically in dyslexia interventions that are advantageous for all learners. Dyslexic readers require instructional approaches that are more intensive, more frequent, and continued for a substantial period. Instruction should follow the sequence of learning to read which includes breaking the reading code and ensuring the child becomes a skilled reader. Please contact us with additional questions. 

The exact cause of dyslexia are unclear, but brain images show differences in the way the brain of a dyslexic person functions compared to a typical reader. These brain imaging studies demonstrate an inefficient functioning of those neural systems in dyslexic readers (Shaywitz, Shaywitz, 2012).  Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, individuals with dyslexia can learn successfully. 

Studies indicate a prevalence rate of 17.5 - 21.5 % in children and adults. It affects all races and socioeconomic groups (Connecticut Longitudinal Study).

The impact of dyslexia is different for each person and the severity of the condition and the effectiveness of instruction and remediation. The core difficulty is with phonological awareness (the ability to recognize and manipulate the spoken parts of sentences and words) which leads to a wide variety of difficulties with spoken and written language. They may find it difficult to express themselves orally, decoding words, reading fluently, spelling, and handwriting. 

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 Yes. If children who have dyslexia receive effective phonological awareness and phonics training in Kindergarten and 1st grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until 3rd grade. 74% of the children who are poor readers in 3rd grade remain poor readers in the 9th grade, many because they do not receive appropriate Structured Literacy instruction with the needed intensity or duration. Often they can’t read well as adults either. It is never too late for individuals with dyslexia to learn to read, process, and express information more efficiently. Research shows that programs utilizing Structured Literacy instructional techniques can help children and adults learn to read.  

Certified Academic Language Therapists (CALT/CALP) provide diagnostic, explicit, systematic Multisensory Structured Language intervention which builds a high degree of accuracy, knowledge, and independence for students with written-language disorders, including dyslexia.  Therapists enable explicit understanding and application of the structure of the English language (phonology, morphology, syntax, semantics, pragmatics, and orthography), to create the foundation for age-appropriate oral and written language, including reading accuracy, fluency and comprehension, spelling, and written expression. 

To become a CALP, individuals must pass the ALTA Competency Exam for Multisensory Structured Language Education (MSLE) and receive prior approval from the ALTA Registration/Certifying Committee 

While both CALP and tutors work to improve student learning, CALPs have specialized training for addressing language-based learning difficulties and provide a more structured, therapeutic approach. The focus of a CALP is often on diagnosing and treating specific learning disorders. They use therapeutic techniques designed to address the underlying issues affecting a student's language and learning abilities. 

Tutors offer more general academic assistance and support.  Tutors generally provide academic support across a range of subjects, not necessarily focusing on specific learning disabilities. Their goal is to help students understand content, improve their grades, and build study skills.  Tutors might not have specialized training in learning disorders. Their qualifications can vary widely, from subject expertise to education degrees, but they are not typically certified for specific learning disabilities. 

Dyslexia is a lifelong diagnosis. It is defined as an unexpected difficulty in reading. These children have an above average intelligence. Early intervention is the best time to help these students because the brain is still malleable. Students with dyslexia need instruction from a certified teacher that understands the science of reading and the multisensory approach for dyslexia students. Dyslexic students used different neurological pathways than typical readers and therefore need explicit, targeted instruction. Certified Academic Language Therapists provide diagnostic, explicit, systematic Multisensory Structured Language intervention which builds a high degree of accuracy, knowledge, and independence for students with written-language disorders, including dyslexia.  

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