All of our speech-language pathologists (SLP’s) have master’s degrees and are certified by the American Speech, Language, and Hearing Association (ASHA).

The clinicians who assess and provide intervention for reading disabilities have extensive training in language-based learning disabilities. In addition to their graduate level training, they have all also received training in the  Yoshimoto Orton-Gillingham Approach to teaching reading which is an accredited teacher training program by the International Dyslexia Association. Their background and training enable them to individualize each student’s intervention program and progress students as quickly as possible through their intervention program. Reading comprehension, vocabulary, and the writing process is incorporated into each student’s intervention program.

Unlike national and franchised chains, we offer a superior solution where parents get direct access to real experts rather than just a “proctor” who gives tests, or a “messenger” simply passing along instruction from a third party.

Our experts continually assess the effectiveness of the intervention program and make alterations as needed to maximize success.  Treatment is not a “one-size fits all” approach as used by many larger franchises who utilize unqualified staff to administer pre-determined “lessons”.

We provide a holistic approach to reading intervention using a multisensory, systematic, language-based approach. Your child works with one highly trained professional that allows us to tailor your child’s program to meet their unique needs and expedite the intervention process.  Training individual skills in isolation, often an approach used by franchised learning centers, has not proven to be an effective treatment for dyslexia (i.e. working on working memory skills in isolation may result in short term improvements due to “practice effect” but does not result in overall improvement in reading).

Why Are SLP’s a good fit for working with children with reading disabilities?

The reciprocal and multiple relationships between spoken and written language make it appropriate for SLPs to play an integral role in helping children become literate. SLPs understand individual differences in normal and disordered language development across the age span, as well as the role of sociocultural differences in language acquisition. Knowledge of language and its subsystems—phonology, morphology, syntax, semantics, and pragmatics/social skills—is highly relevant for prevention, identification, assessment, and intervention of literacy problems. SLP’s possess such skills, as well as skill in diagnosing and treating children with a variety of language-based learning differences.

  • An integral part of our intervention programs work on supporting each individual child’s needs in their academic environment including determining the most appropriate accommodations, and, depending on age, the introduction of technology. Building self-esteem, teaching each child about their unique set of strengths and needs, and working with students on advocacy skills are integral to their success throughout their lifetime. Students need to know how they learn and how to advocate as they progress through their academics and careers. We have a wonderful set of resources for both student and parents to assist them in meeting their goals.

  • Many children with language-based learning difficulties such as dyslexia struggle with the language demands in their academic environment. While no difficulties may be apparent in conversational language, they may struggle with vocabulary, language retrieval, organization, and sequencing skills within their academic environment. If they can’t say it, they can’t be expected to write it. Our SLP’s are highly trained in working on higher level language skills with students. For many of these students, these difficulties do not become apparent until third or fourth grade when demands on academic content increase significantly.

  • Our occupational therapists are skilled in addressing fine motor concerns related to handwriting and implementing a sequential approach as well as selection of appropriate tools (pencil grips, slant boards, postural support, specialized writing paper etc.) for improving these skills. For older children, a keyboarding program is often recommended as part of their intervention program.

  • While in-person support is preferred, tele practice via video link is a convenient way to get your child the support they need, particularly for families living in smaller communities with limited access to resources.  We offer remote video sessions to students living beyond the metro Denver area.  An initial in-office consultation is recommended prior to initiating therapy to assess areas of need and develop an individualized treatment plan to address your child’s unique needs.

“Teaching reading is a job for an expert. Contrary to the popular theory that learning to read is natural and easy, learning to read is a complex linguistic achievement. For many children, it requires effort and incremental skill development. Moreover, teaching reading requires considerable knowledge and skill, acquired over several years through focused study and supervised practice.”

Louisa C. Moats Ed.D. “Teaching Reading is Rocket Science”

  • Need An Appointment?

    Too much going on after school? No problem- just let us know if you’d like to learn more about having one of our professionals work with your child at school during their regular school day.

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