Reading, Writing, Spelling, and Dyslexia
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We know you want the best for your child. We want the same! No more wondering what to do, and if only you knew how to help: Our dyslexia assessment gets to the bottom of reading, writing and spelling problems so you can start helping your child straight away. And even better: our dyslexia assessment costs way less than other dyslexia assessments. |
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Dyslexia is a neurobiological language-based difference involving difficulties with reading and spelling that cannot be cured, but can be treated. Since 2006, discrepancy testing by a Psychologist is no longer required to identify Dyslexia.
International researchers and the Australian Dyslexia Association recommend assessment and treatment of any reading, writing and spelling difficulties using direct, explicit, multisensory methods such as the Multisensory Language (MSL) Orton Gillingham approach.
That is exactly what we do. We test and teach reading, writing and spelling skills using this evidence-based MSL approach.
International researchers and the Australian Dyslexia Association recommend assessment and treatment of any reading, writing and spelling difficulties using direct, explicit, multisensory methods such as the Multisensory Language (MSL) Orton Gillingham approach.
That is exactly what we do. We test and teach reading, writing and spelling skills using this evidence-based MSL approach.
Literacy / Dyslexia Assessment $199
Our dyslexia assessment is for people ages 4 and up (yes, adults too). It includes:
What's different about our dyslexia assessment?
We provide MSL instruction for children and adults for $69 per half hour session.
- Evaluation of critical phonological awareness, rapid naming and working memory skills for reading and spelling development using an internationally regarded, gold-standard test of phonological processing
- Evaluation of current reading, writing and spelling skills using the internationally recommended multi sensory structured language approach (MSL / Orton Gillingham) as is recommended by the Australian Dyslexia Association
- Appointments as needed to complete all assessment activities
- A written report of assessment findings and recommendations
What's different about our dyslexia assessment?
- Speechie's dyslexia assessment can assist you to support the school to recognise the severity of you child's reading and spelling difficulties and serve as the basis for securing extra help for your child from the school
- Speechie's dyslexia assessment specifically evaluates critical skills relating to reading, writing and spelling development instead of doing generalised assessment, so your child spends less time being tested and you pay less
- Speechie's dyslexia assessment includes a FREE, comprehensive speech, language and communication screening to determine the wider context of your child's oral language difficulties
- Speechie's dyslexia assessment gives you a report with useful recommendations and identifies clear starting points for MSL instruction to immediately begin improving your child's reading, writing and spelling skills
We provide MSL instruction for children and adults for $69 per half hour session.
Different Types of Dyslexia
Experts have different ideas about how the different natures of dyslexia should be categorised and there is no official list of dyslexia types. Here are some different terms you may have heard:
Phonological Dyslexia
This is the 'type' of dyslexia that people generally mean when they are talking about dyslexia. It is when a student has difficulty with phonological awareness skills that involve breaking words into sounds and then matching them with written symbols, making it difficult for them to sound out or "decode" words. Children with reading issues commonly have some degree of phonological dyslexia. This type of dyslexia is sometimes referred to as dysphonetic dyslexia.
Surface Dyslexia
This is the 'type' of dyslexia where a student has difficulty remembering whole words by sight. There are words we all have to learn to read by sight because they cannot be pronounced using the normal rules of pronunciation. Fluent readers also remember common words by sight because they have seen them so often. Children with surface dyslexia may have particular trouble with words that have tricky spellings and do not sound like they are spelled, and they may take longer to be able to recognise words as a whole by sight. Surface dyslexia is also called visual dyslexia or dyseidetic dyslexia. It is not uncommon for children to have both surface and phonological dyslexia.
Rapid Naming Deficit
This is where children are unable to name letters and numbers quickly when they see them. They may know the names of letters and numbers, but it takes them longer to name letters and numbers when there are many of them in a row. Experts think rapid naming difficulty is connected with processing speed and that it may also be linked to reading speed.
Double Deficit Dyslexia
This 'type' of dyslexia occurs when a child has difficulties with both naming speed and phonemic awareness.
Children with problems in both these areas struggle with isolating sounds and are unable to name letters quickly when they see them. This double deficit form of dyslexia is thought to be more severe and particularly challenging to treat.
Visual Dyslexia
The term visual dyslexia means the same as surface dyslexia. But some people use this term to mean something entirely different: They think that reading issues have to do with the eyes and vision and may claim that reading can be improved through eye exercises or tinted lenses. These methods are not endorsed because there is not enough evidence proving their effectiveness.
Other Dyslexias
You may hear about other kinds of dyslexia. For example, directional dyslexia refers to difficulty with sense of direction and telling left from right. Most experts recognise this as a common problem for people with dyslexia but do not see it as a type of dyslexia on its own. Some people also refer to something called math dyslexia. This is an inaccurate name for a brain-based math learning issue called dyscalculia, which is not a form of dyslexia.
Phonological Dyslexia
This is the 'type' of dyslexia that people generally mean when they are talking about dyslexia. It is when a student has difficulty with phonological awareness skills that involve breaking words into sounds and then matching them with written symbols, making it difficult for them to sound out or "decode" words. Children with reading issues commonly have some degree of phonological dyslexia. This type of dyslexia is sometimes referred to as dysphonetic dyslexia.
Surface Dyslexia
This is the 'type' of dyslexia where a student has difficulty remembering whole words by sight. There are words we all have to learn to read by sight because they cannot be pronounced using the normal rules of pronunciation. Fluent readers also remember common words by sight because they have seen them so often. Children with surface dyslexia may have particular trouble with words that have tricky spellings and do not sound like they are spelled, and they may take longer to be able to recognise words as a whole by sight. Surface dyslexia is also called visual dyslexia or dyseidetic dyslexia. It is not uncommon for children to have both surface and phonological dyslexia.
Rapid Naming Deficit
This is where children are unable to name letters and numbers quickly when they see them. They may know the names of letters and numbers, but it takes them longer to name letters and numbers when there are many of them in a row. Experts think rapid naming difficulty is connected with processing speed and that it may also be linked to reading speed.
Double Deficit Dyslexia
This 'type' of dyslexia occurs when a child has difficulties with both naming speed and phonemic awareness.
Children with problems in both these areas struggle with isolating sounds and are unable to name letters quickly when they see them. This double deficit form of dyslexia is thought to be more severe and particularly challenging to treat.
Visual Dyslexia
The term visual dyslexia means the same as surface dyslexia. But some people use this term to mean something entirely different: They think that reading issues have to do with the eyes and vision and may claim that reading can be improved through eye exercises or tinted lenses. These methods are not endorsed because there is not enough evidence proving their effectiveness.
Other Dyslexias
You may hear about other kinds of dyslexia. For example, directional dyslexia refers to difficulty with sense of direction and telling left from right. Most experts recognise this as a common problem for people with dyslexia but do not see it as a type of dyslexia on its own. Some people also refer to something called math dyslexia. This is an inaccurate name for a brain-based math learning issue called dyscalculia, which is not a form of dyslexia.
Cautions
Experts warn that dyslexia is not identified through non-phonetic assessment methods such as behavioural optometry or audiology and advise against non-phonetic treatments including isolated visual or ear exercises or lenses. Here is some more information to help you decide the best way to spend your money to help your child.
Vision Therapy and Dyslexia: What you need to know
This is a helpful article from the website understood.org that clarifies when vision therapy is and is not appropriate for children who are struggling with reading.
MUSEC Briefings
These are helpful publications from Macquarie University in Australia about the scientific basis or the lack of science of various interventions out there that are being used to help children who are struggling with reading:
Choosing Effective Programs for Low-Progress Readers
Irlen Tinted Lenses and Overlays
Explicit Instruction for Students with Special Learning Needs
Mnemonics
Book Levelling
Reading Recovery for Young Struggling Readers
Curriculum-Based Measurement of Reading
Cogmed
The Listening Program
Behavioural Optometry
The Cellfield Reading Intervention
Brain Gym
Fast ForWord Language
The Davis Dyslexia Program
Vision Therapy and Dyslexia: What you need to know
This is a helpful article from the website understood.org that clarifies when vision therapy is and is not appropriate for children who are struggling with reading.
MUSEC Briefings
These are helpful publications from Macquarie University in Australia about the scientific basis or the lack of science of various interventions out there that are being used to help children who are struggling with reading:
Choosing Effective Programs for Low-Progress Readers
Irlen Tinted Lenses and Overlays
Explicit Instruction for Students with Special Learning Needs
Mnemonics
Book Levelling
Reading Recovery for Young Struggling Readers
Curriculum-Based Measurement of Reading
Cogmed
The Listening Program
Behavioural Optometry
The Cellfield Reading Intervention
Brain Gym
Fast ForWord Language
The Davis Dyslexia Program
Sources:
Retrieved from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/different-types-of-dyslexia on 18/01/2018
Retrieved from https://www.mq.edu.au/research/research-centres-groups-and-facilities/healthy-people/centres/macquarie-university-special-education-centre-musec/community-outreach-overview/musec-briefings#MB23 on 18/01/2018
Retrieved from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/different-types-of-dyslexia on 18/01/2018
Retrieved from https://www.mq.edu.au/research/research-centres-groups-and-facilities/healthy-people/centres/macquarie-university-special-education-centre-musec/community-outreach-overview/musec-briefings#MB23 on 18/01/2018
