Services

Orton-Gillingham Remediation

• Orton-Gillingham remediation is a scientifically-based and proved method.
• We use Barton Reading and Spelling because it is broader in scope and more thorough than other Orton-Gillingham programs.

Many programs claim to work for dyslexia, perhaps even those used by your school. However, the National Institute of Child Health and Development (NICHD) recommends a specific type of remediation for dyslexia called Orton-Gillingham. Orton-Gillingham remediation follows a very specific sequence, grounded in a multi-sensory method and repetition, that creates changes in the brain and makes it more receptive to the language processing required for reading.

Orton-Gillingham remediation is most effective one-on-one and takes from 18 months to three years to complete. There is no substitution for this scientifically-based and proven method.

Often, schools buy and use curricula that was sold with the claim of being Orton-Gillingham, but the materials are not based on this methodology. The Orton-Gillingham method is intensive, specific, and because of the materials and time required, very expensive.

Orton-Gillingham is highly structured. Few existing programs have fidelity to the original Orton-Gillingham method. No public schools in the metro area currently offer the intense one-to-one instruction that makes for effective dyslexia remediation.

The following methods are not effective for dyslexia remediation:

• Phonics programs: Phonemic awareness must be addressed before phonics are introduced.
• Davis training: There is no independent research that supports the use of this highly controversial approach that does not offer research-based therapy for the phonological issues that are present in dyslexia,
• Vision training: If problems with vision exist, they must be addressed.  Dyslexia is not a vision issue and vision therapy does not address the phonological processing issues present in dyslexia.
• Computer training programs: To date, there are no stand-alone computer-based learning approaches that provide enough support for the unique needs to the dyslexic learner.
• Speech therapy and auditory processing therapy are sometimes necessary and helpful; however, after issues of speech and auditory awareness are addressed, additional work must be done.  After issues of speech, phonemic awareness, and elemental phonics have been mastered, research supports a systematic, multisensory appoach that delves into a logical progression of spelling and reading ruless (orthgraphic patterns).  These types of programs are called Structured Literacy or Orton-Gillingham approaches.

With no-hits and near misses, proper remediation for dyslexia still does not exist in schools – and even with pending legislation, we have little hope that it will. If schools had this figured out, we wouldn’t still see students struggling after years and years of phonics instruction, Title 1 help, IEPs, tiered special education reading classes, speech therapy, and years of other types of tutoring (Sylvan, Kumon, etc.).

Currently, the only effective remediation for dyslexia is Structured Literacy/Orton-Gillingham, preferably taught by trained and certified practitioners. 

Barton Reading and Spelling

Although there are other established Structured Literacy/Orton-Gillingham programs (including Wilson, Slingerland, the original Orton-Gillingham, Sonday, Take Flight, Alphabetic Phonics, and Project Read), LexiAbility uses Barton Reading and Spelling and supplemental materials created specifically to support each level in Barton.

After years of exploring alternative forms of Structured Literacy/Orton-Gillingham instruction, Barton Reading and Spelling is our program of choice.

Professional, Effective Dyslexia Specialists:

There is a tremendous need for Structured Literacy/Orton-Gillingham dyslexia remediation tutoring in the Kansas City area. The mission of LexiAbility includes providing professional, effective, and dedicated tutors to help meet this demand. To do this, LexiAbility’s highly-skilled professional tutors go through rigorous training to achieve their own certification with LexiAbility and Barton Reading and Spelling.  These professionals are tested in all theory and methodology to ensure an effective and meaningful remediation experience for each client.

All tutors who work for LexiAbility are committed to the long-term. The process of remediation for dyslexia can take anywhere from two to three years and requires a tutor with a specific set of skills, a breadth of knowledge and extensive training. When a professional tutor is assigned to a client, that tutor is committed to working with that student until remediation is complete.

Please contact us at info@readkc.com or lexiability@gmail.com with your questions!

Our assessment includes the following: 

• Informational phone interview
• In-depth records review
• Examination of current schoolwork samples
• A face-to-face interview with the student

Further, we will administer more than ten screening tools to determine if your student fits the dyslexia profile and has weaknesses in the areas listed in the research-based definition of dyslexia. Results of the screening will be reviewed in a second face to-face meeting and you will leave with a written report that lists the results, conclusions, and recommendations for tutoring and classroom accommodations.

The International Dyslexia Association states:

“Professionals who possess expertise in several disciplines are best qualified to make a diagnosis of dyslexia. The testing may be done by a single individual or by a team of specialists. A knowledge and background in psychology, reading, language, and education is necessary. The tester must have knowledge of how individuals learn to read and why some people have trouble learning to read, and must also understand how to measure appropriate reading interventions is necessary to make recommendations.”

Unlike many psychologists and most school psychologists and reading specialists, LexiAbility’s assessment team has the training, knowledge and experience to assess specifically for dyslexia. The goal of an assessment is to determine if your child fits the dyslexia profile in the research-based definition of dyslexia.

Our assessment includes the specific areas suggested by the International Dyslexia Association, the National Institutes of Health, and Dr. Sally Shaywitz of the Yale Center of Dyslexia and Creativity.

Unlike a psycho-educational evaluation, we do not administer any intelligence testing. Although these types of cognitive assessments administered by psychologists are extremely helpful in determining certain strengths and weaknesses, the International Dyslexia Association and the National Institutes for Child Health and Development assert that intelligence is not the best predictor of dyslexia. Instead, they encourage the type of assessment performed at LexiAbility.

Most psychologists have no specific training in dyslexia. Unfortunately, some psychologists that claim to test for dyslexia have a very poor understanding of what this testing requires. Make sure you seek out someone that has specific training in dyslexia!

If you choose to get a psycho-educational evaluation – and we know that there are many valid reasons which might make this the best option for your child – carefully interview your psychologist about how they assess for dyslexia, specific background in dyslexia, and experience.

• If the psychologist you are considering predominantly relies on using intelligence testing, then find another psychologist.
• If they say they don’t use the word “dyslexia” in their reports nor do they provide suggested accommodations in their reports, then find another psychologist.
• If the psychologist does not find dyslexia and you feel that this is in error, then find another psychologist.

Unlike school districts, we assess specifically for dyslexia. Schools assess for “specific learning disabilities” to determine if your child is eligible for special education services. These findings are not specific, and therefore not helpful, in getting help for dyslexia.

Our reports are not written for the individual education plan (IEP) process, nor should they be used in determination for eligibility for special services. LexiAbility finds that public schools do not properly assess for dyslexia nor do they provide the recommended remediation required for dyslexia. You may ask your school district to accept one of our reports for consideration for accommodations; however  they are under no obligation to do so, and most likely, will not agree to do so.

We would never discourage parents from seeking an IEP (we believe in legal recourse) and we want all our students to have accommodations whether they qualify for an IEP or not. We strongly caution, however, that special education services are not the answer for dyslexia. Don’t depend on schools to get your student help.