|
|
These
are the reasons our clients
reach
success without fear of failure. |
 |
|
Comprehensive
Solution / Service |
DIA |
Reading
Tutor |
Learning
Centers |
Schools
(IEP) |
| Evaluation
to correctly identify and quantify symptoms associated with learning
disabilities at the same time, so that a full assessment can
be produced to identify if one or more conditions co-exist such as
Dyslexia, ADD-ADHD, Dysgraphia, and/or Dyscalclia. |
YES |
no |
no |
no |
| Ongoing
advocacy of client (school and/or workplace). |
YES |
no |
no |
n/a |
| Integration
/ coordination of program with school or private services. |
YES |
varies |
no |
n/a |
| Ongoing
Support Groups. |
YES |
no |
no |
n/a |
|
Documented
Success |
DIA |
Reading
Tutor |
Learning
Centers |
Schools
(IEP) |
| Documented
improvements as shown by re-evaluations and testimonials of clients at our clinic
in Glastonbury, CT. |
YES |
varies |
yes |
n/a |
| Documented
6 month and 12 month clinical study of the Jett PHORCE program - all participants
were dyslexic, not just struggling readers. |
YES |
no |
no |
n/a |
|
Quality
Control & Process |
DIA |
Reading
Tutor |
Learning
Centers |
Schools
(IEP) |
| Guaranteed
consistency & quality of curriculum and instruction through quality control and
strict processes, ensuring client progress month after month, year
after year. |
YES |
no |
varies |
no |
Clinical
processes and procedures govern the advancement of clients
through exercise / therapies. Weekly
Personalized Therapy Plan updates are performed by clinic staff, not by
therapist. |
YES |
no |
no |
no |
| Degreed
therapists (not-paraprofessionals) that are trained and certified
through observation and direct instruction. Therapists must have a
previous background in reading remediation and have a degree and/or
certification in Reading, Special Education, Occupational Therapy or
Speech and Language Pathology. |
YES |
varies |
varies |
varies |
| Therapists
are re-certified in the program every 6 months. |
YES |
no |
no |
no |
| Full
recording of achievement on each exercise / therapy for each weekly
session. |
YES |
varies |
varies |
no |
| All
therapy performed with oversight to ensure correctness and quality
of instruction. |
YES |
no |
varies |
no |
| Monthly
independent input is provided on Personalized Therapy Plan by
expert staff in Illinois based on a clients documented
achievements. |
YES |
no |
no |
no |
|
100% Visibility
of Program |
DIA |
Reading
Tutor |
Learning
Centers |
Schools
(IEP) |
| Testing
may be observed by parent / guardian. |
YES |
n/a |
varies |
no |
| Therapy
may be observed by parent / guardian. |
YES |
varies |
varies |
no |
| Weekly
reports and mini-consultations are provided on a weekly basis to
parent / guardian. |
YES |
varies |
varies |
no |
| Complete
re-evaluations and consolations are performed every 6 months. |
YES |
varies |
varies |
no |
|
State-of-the-Art,
Science-based Programs |
DIA |
Reading
Tutor |
Learning
Centers |
Schools
(IEP) |
| Program
uses revolutionary Cyclical-Learning Model, which models more
precisely the learning style of a child with a chronic learning
difficulty. |
YES |
No |
No |
No |
| Program is consistent with the finding decades of
research around the world, including the 20-year study performed at
Yale University School of Medicine (See Overcoming Dyslexia by Sally
Shaywitz, M.D.): Consistent, daily intervention of ALL deficit areas
by expert therapists using proving programs in the appropriate fashion. |
YES |
no |
no |
no |
| Testing
results are integrated with the program and lead directly to the creation of a Personalized
Therapy Plan. This plan defines the exact curriculum / therapy to
use for each identified deficit. Test used are third-party standardized
tests that were identified/chosen when the program as first
developed. |
YES |
no |
no |
no |
| Orton-Gillingham
based multi-sensory and learning style approach used. |
YES |
varies |
no |
varies |
| Cognitive
Learning Skill therapy SPECIFICALLY designed to address non-reading
deficits: Attention, Focus, Concentration, Visual-Motor Integration,
Visual Perception, Auditory Memory, Visual Memory, Sequential
Memory, Auditory Discrimination, Phonological Awareness, and
Phonological Memory. |
YES |
no |
no |
no |
| Phonics
program designed SPECIFICALLY for children with reading disabilities
/ dyslexia: Granular lessons, best practices teaching models for
each lesson, built in home-therapy fluency exercises, built in
fluency reviews of previously taught lessons. |
YES |
no |
no |
no |
| Sight
Word program designed SPECIFICALLY for children with reading
disabilities / dyslexia: Multiple techniques to promote fluency, explicit
teaching for reading and spelling, computer therapy to promote
recall in 1/10th of a second, long term testing to ensure retention. |
YES |
no |
no |
no |