Support for students with Dyslexia and
other reading and spelling difficulties
Little Voices Speech Pathology uses evidence based, multi-sensory programs such as
Orton-Gillingham and Sounds Write to support students with dyslexia in developing strategies to learn to read and write.
Literacy is important!
Literacy underpins everything we do - It's not just reading and writing, it's understanding the world around you. Research has shown that oral language skills are vital for writing and reading development. "Speech Pathologists are the professionals who assess diagnose and treat oral language deficits and work to facilitate a healthy transition to literacy." Speech Pathology Australia Literacy Resource Guide.
For more information on the role Speech Pathologists play in assisting writing and reading development : Speech Pathology and Literacy
Little Voices' Literacy Support Program was established to assist all young readers and writers to develop literacy skills in the areas of decoding, fluent reading, reading comprehension, spelling and written expression. It comprises the following aspects:
Developed from leading academic research into the multiple skills that are required to become a successful reader;
Your child completes a number of initial assessments to determine whether they fit the profile of dyslexia, and to determine their strengths and weaknesses with learning;
We prepare a full written report, detailing all the findings of the assessments, which we discuss with you;
We devise and implement an action plan, with clear goals that are tailored to your child’s individual needs; and
We liaise with relevant school staff to ensure continuity of the action plan.
Dyslexia In Australia:
Dyslexia is estimated to affect some 10% of the Australian population.In Australia the term SLD (Specific/Significant Learning Difficulty/Disabilty) or LD (Learning Difficulty) are used interchangeably and as an umbrella term for a variety of difficulties which may or may not be dyslexia.
Dyslexia is best understood as a persistent difficulty with reading and spelling, that is due to difficulties with processing the speech sounds in words (known as phonological awareness).
Early Identification & Early Intervention:
Dyslexia is phonologically based. Children identified “at risk” should receive evidence based multisensory approaches in early intervention for reading & spelling and teachers should be able to identify, plan and tailor the needs of individual students.
Learning Differently: "I can learn I just learn differently”
Dyslexia is resistant to traditional teaching (whole language approaches) and regular tutoring. Explicit, structured synthetic phonics is required. Individuals with dyslexia often have average to superior intelligence and can learn, they just learn differently, and therefore need to be taught differently. Dyslexia can be seen as a language based learning difference.
Teaching Differently: “A teacher must be equipped to teach more than one way”
Students with dyslexia need the same educational opportunities as other students. Classroom, support teachers and tutors can be trained in effective teaching practices which will not only help the student with dyslexia learn but all students can benefit from direct, explicit and systematic multisensory instruction.
(adapted from Australian Dyslexia Association webpage)
For more information on Dyslexia, evidence based synthetic phonics programs and other strategies to help children struggling with reading visit: