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. 

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. 

As an S-LP, I am clinically trained to assess and treat underlying language difficulties that contribute to reading challenges, including phonology, morphology, syntax, and oral language skills. I use evidence-based methods aligned with the Science of Reading, and tailor instruction to each learner's specific language profile. While some tutors are trained to deliver structured literacy intervention, they are typically bound to the "script" or pre-determined progression dictated by the specific program. By recognizing subtle language-based learning challenges, and adjusting my instruction in real time based on a child's response, my intervention is individualized, targeted, and effective.

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 can get missed more easily when working 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 also allows me to physically model hand movements for letter formation, spacing, and writing strategies.

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, attention, among many other factors! After working with your child 2-3 times, I will provide you with an estimated time frame.  Consistent home practice is essential for reinforcing skills between sessions and making progress.