Dyslexia Intervention Evaluation Services School-Based Consultation
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Dyslexia Intervention
ReAD.IT is a trademarked individualized intensive reading program that was developed by Karen Kelly, Ph.D. as a means to help the most severely struggling readers. ReAd.IT is based on the most recent research-based interventions known to be helpful in the field of dyslexia, including intensive and direct work in phonology and morphology, using multi-sensory methodology, repeated reading, and speed drills to automaticity. Private sessions take place weekly over a period of 16 weeks, with daily reading practice at home, Alternatively, the program can be offered at schools and take place within the school day.
ReAD.IT uses a combination of direct skill work in decoding, phonology, and morphology instruction in combination with specific and deliberate practice-based intervention. The neural network for reading changes its configuration based on reading skill. Research has shown that instruction using an intensive research-based reading program can produce network changes as reading develops, leading to structural changes in the brain. This supports the intensive word work in ReAD.IT that increases the ability to recognize and decode words. ReAD.IT uses such diagnostic intervention including a combination of direct instruction in skill work including phonology and morphology, as well as speed drills for automaticity.
In ReAD.IT, this principle is behind the guided oral reading that occurs daily within the intervention. Using this research surrounding the impact of deliberate practice, individuals can improve their reading by engaging in the prescribed repeated oral reading of text on a daily basis. Students participate in daily oral reading at home, with monitoring provided by their reading coaches. Coaches are usually parents or other adults who work with students to help provide monitoring and feedback as necessary. Daily-coached fluency practice with guided oral repeated reading in conjunction with diagnostic intensive instruction is productive in developing this essential aspect of reading. Skill work includes a large volume of decodable word lists and text using speed drills in each coached fluency practice session. ReAD.IT uses this combination of intensive skill word work to increase the fluency and automaticity of reading as well as the practice of these skills during oral reading, known to be effective in improving reading fluency. While there are no guarantees, students often experience a dramatic improvement after completing the program. The comprehensive program includes an initial reading screening as well as a follow-up screening to determine responsiveness to the program.
PRO BONO ReAD.IT
Dr. Kelly offers a limited number of pro bono ReAD.IT intervention opportunities to families who otherwise would not be able to afford the program.. Ideal candidates are students who have been identified as dyslexic and may exhibit difficulties which are related to reading, including learning disabilities, attention deficit disorder and/or executive dysfunctions. Timelines may require some wait scheduling confines in order to obtain small groups if appropriate.
The families must be able to transport the child to the office on a weekly basis. They must also be able to provide the in-home oral reading portuib of the program, requiring up to 60 minutes per night, 5 nights per week throughout the duration of the program. Without this piece, the program will not be used with fidelity and therefore will not be able to be implemented.
To be considered for the pro-bono opportunity, parent(s) must contact the office to schedule a time to obtain background information and determine the appropriateness of the intervention. Some financial paperwork will also be required to be considered to receive the pro-bono program. Previous testing will be necessary to ensure that the program would be appropriate.
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Evaluation Services
Neuropsychological Evaluation
Independent Educational Evaluation (IEE)
Dyslexia Evaluation
AD/HD Evaluation
Neuropsychological evaluations blend the knowledge of school psychology, neuropsychology, clinical psychology, and pedagogy to better understand the nature, diagnosis, and treatment of learning difficulties. A comprehensive evaluation is a critical component of the diagnosis of cognitive, learning, and attention disorders and clarifies the issues as they relate to overall neurocognitive functioning. If parents disagree with a school evaluation, they can request an independent educational evaluation (IEE).
A neuropsychological evaluation is often requested due to the comprehensive nature of the evaluation, the level of expertise involved, and the broad areas covered.
Parents accompany their child to the evaluation and typically stay for an interview. They are then responsible for taking their child to lunch for full day evaluations, and picking the student up at the end of the evaluation. Parents are also welcome to spend their child's testing time waiting in the waiting room.
Both the neuropsychological and the independent educational evaluation are comprehensive evaluations which are thorough, brain-based evaluations which seek to answer the referral question in a comprehensive manner. The emphasis on the evaluation and the report may depend on they type of evaluation, where a neuropsychological may be more targeted to the neurocognitive aspects of the child's functioning and the educational evaluation to more school related questions. Many times, children who struggle with learning become avoidant of reading, academic tasks, and at times even going to school. They may feel as though their efforts do not match their performance and therefore stop trying altogether.
Recommendations are typically focused on remediation, accommodations, or a combination of both. They also are directed at encouraging the child to become engaged with tasks and a fully active participant in the classroom. The evaluation is to help the parents and child understand the profile of the child based on the specific strengths and weaknesses and the impact they have on functioning. It is usually helpful to tell children that you are interested in finding out the best way he or she learns to help the teachers know how to teach the student.
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Independent Educational Evaluation (IEE)
Dyslexia Evaluation
AD/HD Evaluation
Neuropsychological evaluations blend the knowledge of school psychology, neuropsychology, clinical psychology, and pedagogy to better understand the nature, diagnosis, and treatment of learning difficulties. A comprehensive evaluation is a critical component of the diagnosis of cognitive, learning, and attention disorders and clarifies the issues as they relate to overall neurocognitive functioning. If parents disagree with a school evaluation, they can request an independent educational evaluation (IEE).
A neuropsychological evaluation is often requested due to the comprehensive nature of the evaluation, the level of expertise involved, and the broad areas covered.
Parents accompany their child to the evaluation and typically stay for an interview. They are then responsible for taking their child to lunch for full day evaluations, and picking the student up at the end of the evaluation. Parents are also welcome to spend their child's testing time waiting in the waiting room.
Both the neuropsychological and the independent educational evaluation are comprehensive evaluations which are thorough, brain-based evaluations which seek to answer the referral question in a comprehensive manner. The emphasis on the evaluation and the report may depend on they type of evaluation, where a neuropsychological may be more targeted to the neurocognitive aspects of the child's functioning and the educational evaluation to more school related questions. Many times, children who struggle with learning become avoidant of reading, academic tasks, and at times even going to school. They may feel as though their efforts do not match their performance and therefore stop trying altogether.
Recommendations are typically focused on remediation, accommodations, or a combination of both. They also are directed at encouraging the child to become engaged with tasks and a fully active participant in the classroom. The evaluation is to help the parents and child understand the profile of the child based on the specific strengths and weaknesses and the impact they have on functioning. It is usually helpful to tell children that you are interested in finding out the best way he or she learns to help the teachers know how to teach the student.
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School-Based Consultation
Dr. Kelly is able to work directly with schools for staff and teacher training as well as to work directly with a student with intractable reading disorders/dyslexia. She currently works in both public and private sectors on a consultative basis. In addition, she provides in-service training to teachers during department meetings and faculty meetings. Dr. Kelly also works directly with special education administrators for continuing education and other professional development.
In addition, Dr. Kelly presents to schools on various topics, including the neuroscience of learning to read, as well as other lectures for educational and medical professionals. Dr. Kelly is able to offer various topics to school districts or large groups for free or at reduced rates. The following is an example of some of the talks she has given:
Learning to Read: The Brain In Motion
Improving Reading Fluency for Dyslexic Learners
Teaching Reading Comprehension to Students with Reading Disorders
Attention Disorders and their Relationship to Reading
Attention and Executive Functioning
Concussion and the Brain's Recovery
Play and the Brain
In addition, Dr. Kelly presents to schools on various topics, including the neuroscience of learning to read, as well as other lectures for educational and medical professionals. Dr. Kelly is able to offer various topics to school districts or large groups for free or at reduced rates. The following is an example of some of the talks she has given:
Learning to Read: The Brain In Motion
Improving Reading Fluency for Dyslexic Learners
Teaching Reading Comprehension to Students with Reading Disorders
Attention Disorders and their Relationship to Reading
Attention and Executive Functioning
Concussion and the Brain's Recovery
Play and the Brain