We Teach Children with Disabilities How to Read

Frequently Asked Questions - For Parents

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Do you contract with schools?

The Reading Therapy Center currently partners with several Tucson-based private schools as an independent contractor. For more information, visit the "services: for principals" link on our website.

Could you work with my child while he/she is at school?

Yes and no. If your child attends one of the private schools that we are partnered with, then yes. If not, then we can only provide services at the Reading Therapy Center. Contact us about partnering with your school and/or talk to your school's principal about a partnership.

What forms of payment do you accept?

We accept all major credit cards and the Empowerment Scholarship of Arizona (ESA). We do not accept private insurance at this time.

Will you be working with my child's teacher?

Yes, we collaborate with your child's team of professionals. This includes their general education teacher, special education teacher, speech-language pathologist, and behavioral therapist. We believe that a strong inter-disciplinary team is an important part of helping the whole child. 

We live far away. Do you provide tele-services?

Yes, we offer a program for tele-services. It involves the use of an online reading program in addition to bi-weekly tele-sessions with our reading specialist. Contact us for details.

Frequently Asked Questions - For Principals

Our school already has a reading teacher. Would we still benefit from your program?

Reading Specialists are different from teachers (who learned to teach the basics of reading in their school program) or Title I reading interventionists (with similar qualifications to teachers but are a certified teacher with an AZ “reading endorsement,” which enhances knowledge of the reading process but does not require mastery of Orton-Gillingham, dyslexia, or disabilities from which reading problems are common, such as aphasia and autism). At the Reading Therapy Center, our Reading Specialists offer – what we have termed – “reading therapy.” That is because our Reading Specialists have specific training to help students with disabilities learn to read, write, spell, and comprehend. For comparison, in addition to having a teaching certificate, our Reading Specialists:

    * Must be proficient in applied behavioral analysis (ABA)

    * Must have extended experience working with children who have autism, dyslexia, and  

      reading disabilities due to other disorders

    * Demonstrate broad knowledge of numerous neurological disorders

    * Be certified in (or working toward certification) in Orton-Gillingham reading methodology

    * Attend professional development courses in the Linda Mood-Bell approach

    * Attend at least one PD seminar on visual processing that includes vision therapy

    * Attend at least one social-thinking conference annually (re: children with autism)

    * Complete at least 36 hours of our intensive RTC-scripted Orton-Gillingham treatment   

      program with children who have severe dyslexia or reading challenges

I do not think we have students with dyslexia or dysgraphia at our school.

You do! Statistically, there’s at least one in every class. A staggering 5 to 15 percent of Americans—14.5 to 43.5 million children and adults—have dyslexia, a learning disability that makes it difficult to read, write, and spell, no matter how hard the person tries or how intelligent he or she is. For years—until advances in neuroscience helped reveal a biological basis for the disorder—people with dyslexia were called "dumb" or "lazy." We now know such labels to be cruelly inappropriate. People with dyslexia can be just as bright and motivated as their non-dyslexic peers. They also can be found in all economic and ethnic groups. (www.ldonline.org)

How do we get all of our students reading, writing, and spelling on grade level?

First, identify students who are at-risk of reading and writing challenges (i.e. dyslexia and dysgraphia) and provide them with structured, Orton-Gillingham based explicit and direct multisensory instruction, provided by an expert in this area, such as a reading specialist or reading therapist.

What if we modify the curriculum for students who struggle to keep up?

Modifying the curriculum is certainly an option but it brings with it a few risks.  By modifying the curriculum, you risk setting lower expectations for the student. We recommend treating the student’s reading or writing obstacles directly with intensive, 1:1, explicit instruction so that the child can eventually have non-modified materials. If a school is modifying their work without providing one-on-one,  intensive, explicit and direct treatment, it risks setting up those students for low achievement for the entirety of their academic career..