WE TRAVEL TO THE FOLLOWING MANHATTAN NEIGHBORHOODS
We also travel to the Bronx, Riverdale, Yonkers, Westchester, New Jersey (NJ), and Connecticut (CT)
MANHATTAN, NYC, READING LITERACY DECODING SPELLING ASSESSMENT EVALUATION
Reading Literacy Decoding Spelling Assessment Evaluation – Before a child learns to read and write, he or she must first become phonologically aware. This means being able to grasp that words are made up of smaller units of sounds or phonemes. Phonological awareness enables us to break down words into smaller sounds and construct entire words using those sounds. By making associations between each letter and its corresponding sound, we acquire the ability to read. Children must understand that there is a correlation between letters and sounds in order to master sound-symbol association. Reading and writing require decoding and encoding skills. This means a child must master both the visual to auditory relationship between letters and sounds (decoding/reading) and the auditory to visual relationship (encoding/writing).
The Five Pillars of Reading emphasize the importance of phonemic awareness and phonics in developing foundational literacy skills in young learners. When a child understands that words are made up of and can be broken down into phonemes, then he or she has gained phonemic awareness. In other words, phonemic awareness is the ability to hear, identify, and manipulate the sounds we hear in words. On the other hand, phonics refers to the understanding that printed letters or graphemes represent sounds. When children have gained mastery of phonics, they can sound out new or unfamiliar words on their own.
READING LITERACY DECODING SPELLING ASSESSMENT EVALUATION
We offer a wide range of literacy assessments provided by our literacy specialists and staff. Based on your child’s needs, we will determine which assessment tools work best for your child. These evaluations are offered remotely and in-person. Through these assessments, we can identify the decoding (putting written sounds together) and encoding (breaking apart sounds in words) strengths and areas of growth for each student and measure phonemic awareness, fluency, accuracy, and comprehension.
With early readers, literacy teachers focus on letter and sound identification in isolation and within words. Students will identify initial, medial, and final sounds in various single and multi-syllabic words. They are also asked to read so teachers can check for fluency, expression, prosody, and word accuracy. Our specialists also take a closer look at spelling by giving students a list of words that fall under these categories, decodable words (words that follow the spelling rules), nonsense words (words that follow the spelling rules but are made up), and sight words (words that do not follow the spelling rules). Our reading specialists then create a plan for how to help each student improve his or her spelling.
Students are assessed using several researched-based programs, such as the Dibels or EasyCBM. We also use the WADE to identify goals. The Words Their Way Assessment gauges encoding ability by building in complexity as the assessment progresses, helping to identify the sounds and spelling patterns that are presenting as a difficulty for the student being assessed.
Additional literacy assessments can be conducted by our language pathologists/therapists if the child is experiencing expressive and receptive language difficulties and reading comprehension difficulties when decoding skills are intact.
For literacy tutoring by our literacy teachers, a non-therapeutic service, we need up-to-date goals. Literacy tutoring performed by our literacy specialists is not eligible for insurance reimbursement.
If the literacy intervention cannot be justified by an ICD-10 code (see above), the literacy intervention is considered educational and can be performed by our literacy teachers. New York State believes the ICD-10 code for dyslexia is educational (learning) and not as a Communicative Disorder, e.g. Language Disorder. One day New York State will update their position on dyslexia. Please note that most neuropsychological evaluations do not include decoding and encoding (spelling goals); they mention the need for decoding and encoding intervention. If literacy goals are not included in the neuropsychological evaluation, our first session(s) will include creating these goals. Also, many schools use their methods or commercialized products for creating literacy goals. Unfortunately, some of these tools are not up-to-date with current scientific standards (it’s Corporate America ). Fortunately, we use up-to-date assessment tools to reliably identify where your child needs help. Overall, you are in good hands with us, and we will guide you along the way!
If you have up-to-date evaluations/assessments and goals, you can most likely skip reading the rest of this page.
If you are not interested in our intervention services but just need an assessment/evaluation/consultation, we also offer evaluation services!
TIER 1 EVALUATIONS & ASSESSMENTS (HOME, SCHOOL) PERFORMED BY LITERACY SPECIALISTS/TEACHERS
Decoding & Spelling Assessments
$200-$300 Decoding and Spelling (Encoding)
These include at least a one-hour in-home visit where we meet you and your child, a review of previous reports, testing, etc., and within ten business days a 1.5- to 3-page report with professional impressions, recommendations, and goals (if services are recommended). These evaluations are not diagnostic in nature and are best for tutoring purposes for creating decoding and spelling goals. Low test scores will indicate that the parent should follow up with a psychologist for additional testing (we can recommend them to you!).
Our Literacy Teachers cannot produce ICD-10 codes as they are not licensed therapists.