Center for Speech and Language Disorders

Center for Speech and Language Disorders
Therapy That Makes A Difference

820 North Orleans Street Suite 217
Chicago, IL 60610

630-652-0200 310-D South Main Street
Lombard, IL 60148

Helping Individuals Reach Their Full Potential

Language to Literacy Program


Summer 2019: June 8-August 8

“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!” – Parent, Language to Literacy Summer Program

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Register Today!

Does your school-age child struggle with…

  • Paying attention and listening?
  • Expressing when she does not understand?
  • Following directions or remembering information?
  • Staying organized?
  • Vocabulary, pronouncing, or understanding the meaning of words?
  • Understanding and remembering reading?
  • 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 for a child 6 to 18, our Language to Literacy Program can help! We provide a language intervention that attacks the root causes of deficits. We will teach your child the following foundational skills critical to successful reading and achievement in and outside of the classroom:

  1. Receptive and Expressive Language—understanding and using vocabulary, grammar and concepts
  2. Phonological Awareness—hearing, identifying and manipulating words, syllables, sounds and rhyme that comprise the spoken language
  3. Auditory Processing—what you do with what you hear
  4. Print Knowledge/Phonics—understanding conventions of print and the letters and spellings that represent sounds in written language

Language to Literacy: 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!

Class Structure

  • Seven weeks of three weekly 90-minute therapy sessions, 20 in total
  • There are 6-8 students in each class, grouped appropriately by age
  • Two speech-language pathologists and one classroom aide instruct 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 receives pre-program education and meets weekly with therapists
  • Space is limited and is offered on a first-come, first-served basis



Chicago                                              Lombard
820 N. Orleans St., Suite 217             310-D South Main Street
Chicago, IL 60654                               Lombard, IL 60148

Getting Started:

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 minutes.

To schedule a language-literacy evaluation please email us or call 630-652-0200.


Program Payment Options:

We are a BCBS Preferred Provider and an Aetna Provider. We also accept Medicaid, but a waitlist may apply. Other insurance plans may provide coverage for speech-language therapy—our support team can help guide you. We also accept private pay as well.


Past Language to Literacy Parents Have Said…

“Self-advocating was most helpful for my child. He was recently discharged from language therapy at school thanks to your program!”

“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.”

“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.”

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.”

Ongoing learning opportunities! 3 phrases to address all components of literacy: comprehension, listening, decoding, spelling, and writing.


Language to Literacy Phase I: Language, Listening, & 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!