What are the signs and symptoms of a language learning disability?
What is dyslexia?
What happens during a language-learning evaluation?
What type of therapy can my child get?
What is the Wilson Reading System?
Target Population: Grade 3 and beyond
Summer Enrichment Reading Camp
Specialized program using small groups, fun activities, and
research-based strategies for teaching reading and spelling.
Tuesdays & Thursdays
June 14 - July 21
l Children grouped by grade level (entering 1st - 5th grade)
l Each group meets two hours per week
l Groups are facilitated by Speech-Language Pathologists certified in the Wilson Reading System Level 1.
For more information or enrollment please contact Barbara Choudhury at 216-325-7532 or, firstname.lastname@example.org
What are the signs and symptoms of a language learning disability?
If your child has difficulty with any of the listed signs and symptoms, a language learning evaluation conducted by a speech-language pathologist is recommended.
- Reads slowly and painfully
- Shows wide disparity between listening comprehension and reading comprehension of some text; that is, they understand if someone tells them
- Has trouble with spelling
- May have difficulty with handwriting
- Exhibits difficulty recalling known words
- Has difficulty with written language
- May experience difficulty with math computations
- Decoding (sounding out) real words is better than sounding out nonsense words
- Substitutes one small sight word for another: a, I, he, the, there, was
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
CHSC offers language-learning evaluations conducted by a speech-language pathologist. An evaluation involves gathering information from a variety of sources about a child's functioning and development in all areas. It is generally one of the first steps in determining if a child has a language-learning disability. Any information you can provide about your child will be helpful in the evaluation process.
Possible helpful information:
- Individualized Education Plan (IEP)
- Multi-Factored Evaluation (MFE)
- Psychological/IQ Testing
- Previous Language Testing Results
During an evaluation, your child's speech, language, memory, vocabulary, reading, writing and comprehension skills will be evaluated. This evaluation will take approximately three hrs. After the evaluation, the speech-language pathologist will discuss the finding and be able to recommend the appropriate next step(s). You will receive a copy of the detailed report describing the results and recommendations.
Therapy may be recommended to address needs in oral language and/or written language skills. The SLP may suggest individual or group therapy sessions, depending on your child's needs. Several strategies are combined to help your child build vocabulary, learn to sound out words, understand the meanings of words, understand what is read and learn how to spell. Our SLPs often employ strategies from the Wilson Reading System to address these needs.
CHSC currently employs four speech-language pathologists with Level 1 Wilson Reading System Certification. This means that the SLPs have completed a nearly yearlong training experience using the Wilson Reading System, under the supervision of an experienced Wilson trainer. They have attended workshops and meetings to discuss appropriate use of the program.
Therapy is conducted on an individualized basis after an appropriate evaluation has been completed. Group or individual therapy is offered. Therapy can range from one to three times per week for 30-90 minutes.
The Wilson Reading System®
The Wilson Reading System (WRS) is a multi-sensory, research-based reading and writing program. It is a complete curriculum for teaching decoding
(sounding out words) and encoding
(spelling), beginning with phoneme segmentation. WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. Unlike other programs that overwhelm the student with rules, the language system of English is presented in a systematic and cumulative manner so that it is manageable. It provides an organized, sequential system with extensive controlled text to help teachers implement a multi-sensory structured language program.
Fundations lessons focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, spelling, handwriting and vocabulary development. Critical thinking, speaking and listening skills are practiced during storytime activities.
Fundations lessons consist of fifteen different activities targeting difference skills that are rotated throughout the week. When students complete the program, they have automatic control over the fundamental components of literacy. These components provide a foundation in literacy on which they can build for the remainder of their education.
Fundations is designed to supplement existing literature-based reading programs in general education classes for 25- to 30-minute daily lessons. It is also highly appropriate for the lowest 30 percent of the children who may be at risk for reading or writing difficulties. In this case, students should receive additional instruction three to five times per week.
In schools where Fundations is not used in the general education classrooms, a small-group early intervention model is appropriate. In this model, students should receive Fundations instruction for 40-60 minutes each day.
Target Population: Grade 3 and Beyond
The Wilson Reading System is designed for use with individuals who have difficulty with written language in the areas of decoding and spelling. The program is generally taught to students beginning with the upper elementary grades through adult. Many students who benefit from WRS have deficiencies in phonologic awareness and/or orthographic processing, which makes it challenging to learn to read and spell without an explicit, systematic and multi-sensory approach. The Wilson Reading System specifically addresses the learning style of students with a language-based learning disability; however, it is beneficial to any student lacking basic reading and spelling skills. It is appropriate for students with beginning literacy skills through grade 6-level skills if the student has not mastered the decoding and spelling process.
The Wilson Reading System was developed for students in grade 3 and beyond. It is widely used with upper elementary students, adolescents and adults.
The program will greatly benefit:
- Students with a language-based learning disability (such as dyslexia)
- Students unable to decode accurately
- Slow, labored readers who lack fluency
- Students who may know words by sight but have difficulty reading new words and "nonsense" syllables
- Students who often guess at words
- Students able to speak and understand English but not read or write it (such as ELL students)
- Poor spellers
- Students unsuccessful with other reading programs or who have gaps in their decoding and/or spelling
Council for Exceptional Children, Division of Learning Disabilities
Council for Learning Disabilities
International Dyslexia Association
Learning Disabilities Association of America