Intake Process
The assessment intake is done as a team. Penny & Catharine sit with the student and parent(s) and chat to make sure everyone is relaxed and comfortable. We suggest that the student be told they are not coming for a test, but that they are coming to do some reading and spelling activities to find out how they learn.
It is explained that different people learn in different ways, and that sometimes it is necessary to change how the student is being taught in order for them to be the best that they can be.
We ask that any assessment reports that the parents have be shared, such as Psycho-educational assessments, Central Auditory Processing, Speech and Language, etc. If possible it is nice to have a short note from the teacher explaining the presenting issues observed at school. Reports cards are helpful too, if available.
The next step is for the student to work with Catharine on assessment activities. These include some basic academic assessments to determine where the student is compared to their peers in reading, spelling and comprehension. Then a screening for Dyslexia is completed. This will tell us if there is some motor, visual, and/or auditory dyslexia, and to what degree. The screening tool used is The Dyslexia Determination test created by John Griffin. We are not medical professionals so we do not ‘diagnose’, we screen for a dyslexic learning style.
While the student is working with Catharine, Penny chats with the parent(s) to get more information and to explain the multi-sensory program called Multi-Sensory Reading Remedy©, including how it works, and why it is so effective.
When Catharine has completed her assessment activities and scored them, she will give an oral overview to the parent(s). This is then followed up with a 7 page report that is usually ready within a week.
The current cost for this is $275.00
Dyslexia Screening
To determine the type(s) and severity of a dyslexic learning style, we administer one of the following:
Academic Assessment
A variety of standardized tests are used to diagnose the student’s ability to decode, recognize sight words, spell and comprehend reading material, and assess math skills.
