For students with dyslexia, who struggle with learning to read and spell, we follow current best practices set forth by research. Approaches and programs that are aligned with the components of structured literacy intervention are currently recommended for these students, and we draw from a variety of these approaches and programs. Therefore, we do not administer any particular program; we find what is best for each individual with whom we work. And, our clinical decisions are always informed by data, which we collect and analyze during every session.
We teach skills and strategies and approach intervention from the perspective of “scaffolding” (Vygotsky) the client’s development of new skills. In other words, we are always providing clients with just enough support to allow them to meet with success on a given task or objective. Over time, the aim is to gradually release the responsibility of the clinician so that the client masters the skill and becomes an independent learner. We always begin with a plan, but we recognize when teachable moments occur, and we capitalize on those moments to make the most of intervention and learning. Additionally, our philosophy and approach allow us to adjust immediately when something is not working.