10 Things We’ll Learn About Your Child After 4-Weeks of Therapy

The Lexercise 4-Week Assessment

Our treatment is unique in its three-way partnership between you, your child, and your clinician. Dyslexia expert, Jennifer Salisbury, discusses the 10 things our therapists will learn about your struggling reader/ writer after 4 weeks of online therapy with Lexercise.

child during online therapy session

By working one-on-one with your student as you look on, we are able to focus on your child’s specific needs. Your clinician will begin with an initial assessment to understand your child’s learning profile and placement level.  Your child’s progress will be monitored during every weekly session. Additionally, progress is also tracked during your child’s daily practice, which includes customized computer games and tabletop activities. After the four weeks of online therapy, your clinician will learn these 10 things about your child:

  1. Speech sound-letter symbol knowledge — How your child understands the relationship between speech sounds and written symbols, and with what accuracy your child can relate speech sounds to letter symbols.
  1. Sounding out and spelling words — What your child needs to learn to sound out new words and remember how to spell them. (Very few “reading strategies” used in schools are supported by research and some, like guessing, are bad for your child. We want to teach your child to use only those strategies that are proven to work.)
  1. Word parts and vocabulary — What your child needs to learn about how parts of words fit together to make meaning (e.g., The base port, meaning “to carry”, is in the words import, export, report, important, portable, transport).
  1. Memory — How to best support your child’s memory to make reading, spelling, and writing more accurate and effortless. (Word structures are taught explicitly and systematically, with multisensory techniques, to make them more memorable.)
  1. Handwriting — How your child’s handwriting might be affecting his/her spelling and writing products. If handwriting instruction is needed your clinician will integrate it into the instructional plan.
  1. Attention –– How effectively your child’s attention skills support reading, spelling and writing skill development, and what methods work best to support and strengthen his/her attention.
  1. Practice and errors ––  Understanding your child’s beliefs about errors and the role of practice. Your clinician will work to grow your child’s view that errors are opportunities to learn and that practice is the key to achievement.
  1. Motivation & interest in words — The most effective ways to stimulate your child’s interest in words, what they mean and how they are spelled. How to inspire ambitious goals for reading and writing.
  1. Anxiety & stress management — For children struggling with excessive stress and anxiety, how your child responds to methods that have been proven to reduce stress and anxiety and improve focus.
  1. Immediate academic progress — The most important immediate priorities for your child’s academic progress, and how you can provide support at home.

It is our goal to communicate all of these points over the first 4 weeks, structuring our time so that your child progresses as far and fast as possible.

 

If you are interested in connecting with one of our expert therapists, fill out this form for a free initial consultation.

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Jennifer Salisbury

In 2004, Jennifer joined Teach for America as a special educator where she taught kindergarten through fifth grade. Her passion for reading instruction led her to be trained in a program based on the Orton-Gillingham method. After achieving significant results with her students, she began conducting trainings to help strengthen other teachers’ reading instruction. “My motivation as a teacher is to share my love of learning, and my gift has been working with struggling readers. There is no better feeling than to help someone become a strong reader and independent learner.” Jennifer earned a B.A. in Global studies University of California Santa Barbara and M.S. in Special Education from Lehman College.