FAQS

What is the process at your centre?

The first step is to contact us and book a time to come in for an ‘Initial Consultation’ with our Director. Please note, we generally have a reasonably long waiting list which can delay an initial consult but we will advise if a waitlist is in place when you contact us. The initial consultation takes approximately 45 minutes using standardised tests which establish a student’s reading and spelling ability to indicate a suitable starting point. The consultation is carried out in a friendly and informal manner. During this time, we discuss our approach and demonstrate the resources we utilise. We are happy to answer any questions you have, to enable you to make an informed decision on whether to book your child in with our centre.

What qualifications do your staff have?

Our staff are tertiary educated, have teaching degrees or equivalent specialist training in Multisensory Structured Language Therapy. We are members of SPELD NSW, the Australian Dyslexia Association and the International Dyslexia Association and the Australian Tutors Association. All our teachers have the required Working With Children Checks.

How do I get a diagnosis for my child?

If you require an official diagnosis for learning difficulty (for Dyslexia, Dysgraphia, Attention Deficit Disorder), as requested by a school or required by NESA for HSC accommodations and adjustments, you will need to see an Educational or Clinical Psychologist for a full educational assessment. We may be able to provide a screening for learning difficulties, but this is dependent on availability.

What is a screening?

A screening involves several assessments including phonological processing, decoding, phonemic awareness, Rapid Automatised Naming, encoding and where possible, reading comprehension. The results of these assessments, in addition to medical history, academic performance and observations made during the consultation will provide an insight as to whether your child is at risk of having a Specific Learning Disorder. The report will include explanations of the results and relevant recommendations. A screening is not a diagnosis. A diagnosis must be completed by an Educational Psychologist specialising in literacy.

What does your centre offer?

Our centre is a supporter of the Science of Reading. We are an evidence-based practice which includes conducting Multi-Sensory Structured Language (MSL) and literacy sessions (Orton-Gillingham Approach). We use a range of evidence-based, multi-sensory strategies and resources. Individualised plans are created for each student which is explicit, direct, cumulative and focuses on the structure of language (structured literacy). Our sessions are fun, positive with a focus on praise to build confidence. We teach our students to touch type and use Assistive Technology where applicable.

When are you open?

Most sessions we offer are after school hours Monday to Thursday. We do offer limited morning sessions on Monday to Wednesday. We are also open during school hours and in some cases can provide in-school sessions (school to provide permission on parent request). Session times and days are subject to availability.

What are your fees?

The fees for our sessions range from $120 to $140 per session. We invoice monthly, but there is a commitment for the whole school term.

What is your cancellation policy?

All bookings with us are made for a minimum of 1 full school term and full payment for the term booked is required. We are unable to refund or credit your session should your child be unable to attend but we will endeavour to offer a makeup session if available. We offer one (1) makeup session only per student per term.  All other missed or cancelled sessions will be charged at the normal rate. Makeups cannot be carried over into the next school term.

What are MSL sessions?

MSL sessions are one-to-one, intensive intervention sessions conducted by qualified MSL therapists.

The MSL Approach is language-based, multisensory approach, structured, sequential, cumulative, cognitive, and flexible. Its breadth, perspective, and flexibility prompt use of the term approach instead of method. This approach is also emotionally sound; in every session the student experiences a high degree of success and gains confidence as well as skill. Learning becomes a rewarding and happy experience.

MSL is not a program. It is a well-respected approach used for many years to successfully teach people who have language-based disabilities (like dyslexia) how to read effectively. MSL strives to teach students that there is a reliable system to learning how to read and spell that can be trusted. Through phonological awareness (sounds) to syllabication to morphological awareness (meanings), the MSL approach takes each student through the process of critical thinking, deep understanding and strategies which can be applied to long lasting results for literacy.

All trained MSL therapists follow a set of principles whenever they plan and execute a lesson with your child. These principles uphold the integrity of the approach.

MSL is:

• Systematic and sequential: Lessons follow a specific order or progression and build on previously taught material.
• Multi-sensory: Visual, auditory, tactile and kinesthetic techniques are incorporated simultaneously.
• Prescriptive: Teachers make decisions for instruction based specifically on the needs of the individual child.
• Diagnostic: Teachers assess and create lessons based on where the child is at in their current reading ability. Concepts and skills are taught for mastery.
• Explicit: Teachers use direct instruction
• Flexible: Teachers have the freedom to change the direction of a lesson plan based on the student’s performance.

What does an MSL lesson involve?

1. Handwriting practice
2. Phoneme cards drill
3. Phonemic awareness practice
4. Introduction of new material that builds on previously taught lessons
5. Spelling concepts and rules that are taught for meaning and deeper understanding, not for memorisation
6. Morphology practice
7. Review of previously taught lessons
8. Practice with irregular (red flag) words
9. Controlled reading with Decodable text for fluency practice
10. Dictation with words and sentences with specific multi-sensory techniques
11. Comprehension and Writing practice