Frequently Asked Questions

If you’re worried about your child's communication, literacy, or academic skills, trust your instincts. Research consistently shows that early intervention leads to better outcomes compared to the “wait and see” approach. Reaching out for an assessment or consultation doesn’t mean committing to therapy—it simply helps you make an informed decision and action plan to best support your child. 

I see students from Junior Kindergarten to Grade 6.

This depends on your child's learning profile and the goals for intervention. Weekly sessions are common. If your child has a diagnosed learning disability or struggles to retain concepts, more frequent sessions should be considered. 

Intervention sessions are 1 hour inclusive of parent/teacher feedback and charting. Assessment session(s) are longer; length of time will depend on what skills are being evaluated. 

Structured literacy intervention is an evidence-based approach to reading and writing instruction that is effective for children with reading and writing difficulties, including dyslexia. It is grounded in the Science of Reading and emphasizes explicit, systematic teaching that follows a structured progression of skills. 

S-LPs are clinically trained to assess and treat underlying language disorders that often contribute to reading difficulties, including phonology, morphology, syntax, and oral language skills. We use evidence-based methods, and tailor instruction to each learner's specific language profile. Some tutors are trained to deliver structured literacy intervention, however they are typically bound to the "script" or pre-determined progression of skills dictated by the specific program. S-LPs are skilled at recognizing subtle language-based learning challenges and adjusting instruction in real time based on a child's response, making intervention more targeted and effective with longer lasting improvements. 

I work with children in person. In-person intervention allows me to build a stronger connection with young learners, allows for hands-on, multisensory learning, and enables me to respond to subtle cues that indicate fatigue or confusion, which can get missed virtually. Many of my students struggle to sustain attention and focus; physical proximity allows for more natural redirection and allows me to implement sensory breaks, physical relocation, and other attention-boosting strategies.  In-person therapy allows me to physically guide and model hand movements for letter formation, spacing, and writing strategies which are crucial for early writers. 

Data from previous assessments can impact what skills I evaluate, and may shorten my assessment, but I always collect my own data in order to plan targeted intervention. The developing nature of children means that assessment results are valid for a limited time; having an accurate and up-to-date representation of your child's profile will allow me to plan and deliver effective intervention. 

Rate of progress is impacted by the child's age, motivation, frequency of intervention sessions, severity of presenting difficulties, attention, among many other factors! After working with your child 2-3 times, I will provide you with an estimated time frame.