Promoting literacy through research, education and advocacy.

Seeking Intervention

(Looking for a Reading Tutor)

The First Step

The first step to successful intervention or reading remediation is a thorough assessment of strengths and areas of need. A psycho-educational assessment completed by a registered psychologist or a diagnostician supervised by a registered psychologist is an essential first step in order to better understand why an individual is having difficulty reading. In addition, a thorough assessment informs instruction and remediation. For more information regarding assessment please visit our website to view the document “Seeking Assessment”.

What is Dyslexia?

  • A specific learning disability in the area of reading
  • Neurological in origin
  • Characterized by difficulties with accurate and/or fluent word reading and spelling
  • Assessments typically shows deficits in phonological processing (i.e., processing and manipulating the sounds of spoken language) and difficulties with reading fluency despite average or above average cognitive ability
  • Varies in severity
  • May impactacademic, personal, social and vocational success

Reading Difficulties Are Often Complex

In Ontario 12-15% of students meet the criteria for a verbal learning disability - 80% of these students experience difficulties with reading. In addition to reading difficulties, some students may also have difficulties with attention, working memory, verbal reasoning and may be at risk for increased levels of stress or anxiety.

What are the Critical Components of Effective Remediation/Intervention?

Although each child is different and a program must be tailored to his or her specific needs, 30 years of reading research has identified instructional components that are necessary for students with dyslexia but also beneficial to all students. The instructional method used by the practitioner must be:

  • Language-based; that is,language is broken down into its components and then built back up again
  • Systematic or hierarchical in nature; that is, starting with simple information or skills to build foundations and then slowly increasing skill complexity
  • Explicit in instruction; that is,information is taught step by step and thoroughly explained providing the student with multiple opportunities to practice what has been taught
  • Inquiry based; that is, the practitioner must continuously evaluate and monitor the child’s progress in order to evaluate whether the approach/strategies are effective
  • Collaborative in nature with ongoing communication with parents and school personnel.

Promoting literacy through research, education and advocacy.

Seeking Intervention Cont’d

What Components of Language Must Be Taught

  • Phonological awareness: The understanding that language is made up of smaller units (sounds). Sounds can be blended to form words and words can be segmented into sounds.
  • Alphabetic principal: The understanding that auditory information (the sounds we hear and produce) can be mapped onto visual symbols (letters and letter patterns or orthography). When we read words, we must recognize the squiggles on the page as representing sounds that can then be blended together into words. These words in turn have meaning.
  • Word Structure: The understanding that words are made up of roots and affixes.
  • Fluency: The ability to read words quickly and efficiently in order to help one understand what he or she reads.
  • Reading Comprehension: The ability to understand, remember, integrate and use the information one has read. This is a very complex and skill.

What about Older Children, Teens and Young Adults?

Although children with dyslexia have the potential to learn to read, reading may continue to be laborious and effortful throughout their life-time. As a result, explicit and systematic instruction is not sufficient for students with a learning a disability as they grow older. Your child will also require accommodations to meet his or her full potential. Some possible accommodations may take the form of:

  • Increased time to read and complete assigned school work or tests
  • Computer software with text-to-speech capability
  • Audio books
  • Other accommodations as specified by the teacher, psychologists or selected by your child

In addition, as children grow into teens and young adults, it is important that they have a good understanding of their disability or difficulty so that they may self-advocate better in the future. Life at home and at school or the work with a tutor should include:

  • Specific strategy instruction (e.g., steps to reading a textbook)
  • Focus on developing a strong and a positive sense of self (e.g., exposing the child to a variety of settings, situations and tasks that will challenge him or her but also foster afeeling of mastery, belonging, responsibility, safety and structure to develop one’s identity)
  • Opportunities to problem-solve and make decisions around issues regarding dyslexia and self-advocacy (e.g., disclosure, choice of accommodations)

Finding a Practitioner

When looking for a practitioner, it is important to complete a thorough interview with the individual before agreeing to intervention (see Appendix A for guiding questions). Ongoing communication and monitoring of your child’s progress and wellbeing is an important part of intervention and it is your responsibility. If you find that the remediation is not working, take the time to discuss your observations with the practitioner in order to determine a plan of action. If you are not satisfied, it is up to you to discontinue all services.

Promoting literacy through research, education and advocacy.

International Dyslexia Association Disclaimer:
The Ontario Branch of the International Association (ONBIDA) supports efforts to provide individuals with dyslexia and their families with appropriate information regarding reading instruction and formal identification of individuals with reading difficulties. The Association; however, does not endorse any specific program, speaker, individual, product or instructional methods or materials, noting that there are a number of such which comprise of the critical components of instruction and identification as defined by IDA and reading research. While we cannot and do not make personal recommendations for your specific need, we do provide you with some guiding questions/suggestions to facilitate your initial discussion with a practitioner. Please remember that the final decision must be and is your own. ONBIDA is not responsible nor may be held accountable for any pending outcomes.

APPENDIX A: Suggested Questions and Possible Responses

Do you work with children with dyslexia/a specific learning disability in the area of reading?Possible Response: The answer must be yes.
How long have you been working with students with dyslexia?Possible Response: 2+ years
What age group do you work with most often?Possible Response:The practitioner should have experience working with children of the same age as your child.
What is your approach to reading remediation?Possible Response: The answer should include information as discussed on pages 1 and 2 of this document.
How do you evaluate where to begin work with a child?Possible Response: The practitioner should begin by performing a variety of assessmentsto evaluate the child’s level of functioning and to determine the next steps in the child’s learning.
How do you plan your sessions?Possible Response: The practitioner should inform you that each session is based on the child’s performance from the last session.
Will I be responsible for working with my child at home?Possible Response:Practice at home is necessary.
What is your hourly fee and policy for cancelling or missing a session?
Would you be able to provide me with a reference? Possible Response: The practitioner will need to contact the reference to seek permission first.
How often do you meet with parents to discuss progress and next steps?

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