Frequently Asked Questions
Please reach us at reading@leapingliteracytherapy.com if you cannot find an answer to your question.
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.
Certified Academic Language Therapists (CALTs) complete rigorous training that includes over 200 instructional hours, 700 supervised practicum hours, and a master’s degree, followed by passing the ALTA Competency Exam. CALTs also complete ongoing continuing education to remain current in best practices for dyslexia therapy."
While both Certified Academic Language Therapists (CALT) and tutors work to improve student learning, CALTs have specialized training for addressing language-based learning difficulties and provide a more structured, therapeutic approach. The focus of a CALT 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.
When students begin therapy, we provide a learning plan which is a comprehensive reading assessment. 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 comprehensive assessment, a learning plan is designed for dyslexia therapy.
Please schedule a consultation phone call to discuss the comprehensive reading assessment and dyslexia diagnosis further.
We can refer you to someone who can provide further testing and evaluation for learning.
Yes. Even if your child already has a dyslexia diagnosis, we complete our own comprehensive reading assessment at Leaping Literacy. This allows us to establish current baseline data, set individualized goals, and create a customized learning plan. While outside evaluations provide useful background information, they do not give us the opportunity to hear your child read, observe the specific errors, and understand their unique learning needs. Our assessment ensures that therapy is tailored directly to your child.
We are passionate about helping children with dyslexia and other learning difficulties. However, we do have limited availability. When looking for a qualified professional, make sure the following criteria are met:
1. CALT/CALP is the most recognized dyslexia credential
2. Find a Certified CALT/CALP through ALTA www.altaread.org
3. IMSLEC Training Course
Absolutely not! The structured, multisensory approach benefits all students who struggle with reading, spelling, and writing. This evidence-based method builds foundational literacy skills and supports learners with a wide range of reading challenges.
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.
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.
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.
Our Memberships
