Language to Literacy Program
Does your school-age child struggle with…
- Paying attention and listening?
- Asking for repetition or expressing when she does not understand?
- Following directions or remembering information?
- Staying organized?
- Understanding syllables and sounds in words and what letters correspond to each sound?
- Vocabulary or understanding the meaning of words?
- Pronouncing words?
- Understanding and remembering what he has read?
- Spelling or writing?
- Academics due to a receptive language disorder, expressive language disorder, auditory processing disorder, language learning disability, ADHD, or dyslexia?
If you answered yes to one or more of the above, the Language to Literacy Program may be able to help. We have unique programs available to students from 6 to 18 years of age who have language/literacy deficits. The program is not tutoring, but rather a language intervention aimed at attacking the root cause of the deficit. We believe the following foundational skills are critical to successful reading and achievement in and outside of the classroom for all students:
- Auditory Processing—what you do with what you hear
- Phonological Awareness—hearing, identifying and manipulating words, syllables, sounds and rhyme that comprise the spoken language
- Print Knowledge/Phonics—understanding conventions of print and the letters and spellings that represent sounds in written language
- Receptive and Expressive Language—understanding and using vocabulary, grammar and concepts
Language to Literacy Phase I: Language, Listening, and Phonological Awareness
Children begin establishing the building blocks for successful literacy in early infancy. Somewhere along the way, our students missed acquiring some of these skills. We take a "Back to the Basics" approach, teaching basic skills in a hierarchical way. We must go back, before we go forward!
Goals of Phase I include improved:
- Attention, listening, and memory
- Organizational skills
- Phonological awareness
- Print awareness/phonics
- Oral language skills
- Self-advocacy & use of resources
- Use of compensatory strategies for learning success
- Reading, writing, and word attack skill enhancement
Language to Literacy Phase II: Decoding, Spelling and Comprehension
In Phase II of the Language to Literacy Program we pick up right where we left off and continue to move through our back-to-basics hierarchy. Phase II continues to address all of the previous goals and we focus on improving decoding and spelling skills and establishing specific strategies for improved reading comprehension.
Goals of Phase II include:
- Continued improvement of phonological skills along the hierarchy (emphasis on application of sound/letter correspondence to decoding and spelling)
- Movement beyond phonological skills into prefix/suffix awareness, creation of mental images of words, and explicit learning of spelling rules and patterns
- Explicit learning of decoding and spelling skills
- Improved reading comprehension
- Improved oral and written language skills
Language to Literacy Phase III: Writing
Phase III continues to focus on improving decoding, spelling, and reading comprehension, while explicitly teaching the stages in the writing process; brainstorming, drafting, revising, and editing to create a published written product. Throughout the program, students will also be taught:
- Language targets to improve comprehension and application of the stages in the writing process
- How to use and apply several mnemonic devices and graphic organizers to assist with writing
- Conventions of Standard English
- Higher-level vocabulary acquisition and use as well as written sentence structure
- How to organize, store and use resources to improve their writing
- And more!
Each phase of the program consists of twenty 90-minute sessions. We take pride in the Language to Literacy program's pre-written, evidence-based curriculum, extensive staff training, and parent education and participation via in-services, weekly meetings, and daily homework. Results of post-testing from past Language to Literacy programs have shown significant improvements on standardized tests, and more importantly, reports of functional improvements in the classroom and at home from parents, teachers and students.
- Each class is 90 minutes in length
- There are 6-8 students in each class, grouped appropriately by age.
- Two speech-language pathologists and one classroom aide instructs each class.
- Each student receives individualized intervention, in addition to small-group work, which enables us to simulate the classroom setting.
- The student's parent/guardian is required to attend a pre-program in-service and meet weekly, during a pre-scheduled time, with the speech-language pathologist.
- Classes are held in the summer, fall and winter. Space is limited and is offered on a first-come, first-served basis.
310-D South Main Street
Lombard, IL 60148
820 N. Orleans St., Suite 217
Chicago, IL 60654
The first step is to schedule a language-literacy evaluation. A speech-language pathologist will conduct a comprehensive assessment of language and reading skills to determine areas of strength and weakness and candidacy for the program. Evaluations typically last from 90 to 120 minutes.
To schedule a language-literacy evaluation please email us or call 630-652-0200.
Program Payment Options May Include:
Insurance: We are a BCBS Preferred Provider. Other insurance plans may provide coverage for speech-language therapy—our support team can help guide you.
Scholarship: We may be able to award tuition scholarships for those that qualify. Click here to download a scholarship application.
Drop-off and pick-up transportation must be provided by the family
Past Language to Literacy Parents Have Said…
“I was moved to tears because she had started to read her book report book on her own. She was using the reading out loud and mouthing the words techniques.”
“My child had his committee meeting at school and his test scores have very much improved. He continues to need assistance in math but will not be receiving speech and they have no concerns regarding his auditory processing disorder. From his high school the Language to Literacy Program got rave reviews, to my surprise even from my son. They especially liked the binder he brought to school.”
I feel that allowing my child to participate in this program has made such significant improvements across the board for her and continues daily. Organizational skills/strategies and memorization skills were most helpful to keep her on track with learning and are still being utilized in her schooling now. We are looking forward to next summer!”
“Self-advocating was most helpful for my child. He was recently discharged from language therapy at school thanks to your program!”
“My child has improved tremendously. His grades are up, he’s more organized and independent and takes pride in doing it himself. What you did worked!”
“The use of strategies like visualization let my child use his creativity to help him rather than distract him.”
“One of the biggest things was her boost in confidence. She realized others struggle as well, but these are strategies she can use. She still uses her strategies in school- on October 18th she did her homework all by herself and that was the first time.”
Past Language to Literacy Students Have Said…
“This program helped me because it made me want to read more. It helps with confidence to read. Don’t be afraid to come it helps.”
“This program helped me because now I like to read. I have read 5 books in March. I started off by saying, “I don’t want to read.” Then my brain clicked and said, “I like to read.”
“I love my teacher and how she taught us to sound out and visualize. I use all the rules in my school and at home.”
“Thank you so much for your help. I don’t feel so scared and nervous to start 5th grade.”
“This was the best program I have ever been to.”