Diagnosis and Remediation

Diagnosis and Remediation of Learning Differences

Diagnosis and remediation of students’ language-based weaknesses constitute the heart of my work. Remediation is provided with professionalism, compassion, warmth, sensitivity, lightheartedness, and gentleness.
A diagnosis is derived from comprehensive assessment. The diagnosis will reveal the likely cause of the student’s literacy and processing strengths and weaknesses. The diagnosis determines the remediation plan which will especially target the weaknesses that hamper or prevent academic success.
If school or outside testing has been completed with sufficient comprehensiveness, a diagnosis and remediation plan can be developed from the previous testing, and educational therapy can begin.
The remediation plan is monitored at every session to determine the rate and pace of learning. Remediation occurs in a one-to-one setting. The number of sessions per week is determined from the assessment and diagnosis, and becomes an integral aspect of the remediation plan. Consistent, frequent sessions are fundamental to educational therapy remediation success.
I focus on strengthening lower level cognitive processing skills that must be intact for successful literacy functioning, and higher level literacy skills in order to develop successful, independent learners who are able to use critical thinking skills for all life situations.

I specialize in remediating:

  • phonological processing (phonemic awareness and phonological memory)
  • orthographic processing (memory for letter and word forms)
  • decoding
  • spelling
  • single word fluency (accuracy and speed)
  • contextual reading fluency (accuracy and speed)
  • syntax
  • semantics, vocabulary, and comprehension
  • higher order (critical) thinking skills
  • executive function skills
  • concept imagery to strengthen listening, speaking, reading, and writing
  • writing mechanics
  • short term, working, and long term memory
  • study and organizational skills
  • writing, with emphasis on semantics, syntax, and higher order thinking skills to express the spoken word as the foundation for clear writing