Yes. The owner and founder of Reading for Kids spent many years teaching students with attention difficulties. Our program is designed with the needs of children with ADHD in mind.
Yes. Because our founder and owner’s background is grounded in special education, we welcome students with special challenges.
We take information from the evaluation and informal observation from the child’s tutor to constantly adjust the lessons. We spend hours everyday creating and planning specific lessons for your child. We also analyze the latest research to determine new or different areas that may need attention.
We only refer to specific professionals within the Tulsa area that are especially equipped to diagnose or assist in an individual child’s needs. We commonly refer our clients to child psychologists, developmental pediatricians, ophthalmologists, child development specialists, occupational therapists, and speech and language pathologists. Referral to the correct professional is critical.
Yes, we have tutored many children with dyslexia. Our program is designed for children with learning challenges such as dyslexia and ADHD. With a detailed report from a child psychologist, we can tailor the child’s program to fit his or her individual needs. Dyslexia can be overcome, not cured.
No, we will not diagnose any particular learning challenge. We will refer you to other qualified professionals. It is important to obtain the diagnosis to determine future educational programming and planning. With a detailed report from a child psychologist, we can tailor the child’s program to fit his or her individual needs. Dyslexia can be […]
No, we will not diagnose any particular learning challenge. We will refer to other qualified professionals for further testing. Sometimes parents will begin with our program and watch the progress for several months in order to decide if further testing is needed.
The evaluation is geared toward obtaining the information we need to plan appropriate lessons and possible further referrals. We assess reading level, ability to auditorially, analyze sounds and parts of words, fluency, oral language comprehension, sight words, spelling of sounds, and several other relevant areas. The evaluation will depend on the individual needs of the […]
Research has repeatedly proven that intelligence and reading are not correlated. Children who have a high IQ can still have difficulty reading. Even after 25 years of working with children – this concept is still difficult to comprehend and explain. A better indicator of success in reading is the child’s ability in phonological processing.
Many parents inevitably ask this question. I will not promise a certain amount of progress in any amount of time. Reading is a complicated process. It can depend on the child’s attention span, language skills, auditory processing, visual processing, visual memory, phonological processing/awareness, directionality, vocabulary, intelligence, vision skills, memory skills, and other various skills. Many […]