Literacy Support in Edmonton & St. Albert for children & teens

Literacy support refers to specialized instruction designed to help children and teens develop stronger reading, writing, and spelling skills. Because language literacy -- the ability to use spoken and written language effectively -- develops along a continuum, some students need targeted help to keep progressing. Unlike general classroom teaching, literacy support targets specific areas where a student is struggling and uses evidence-based methods to close the gap between where they are and where they need to be.

At Ruby Therapy in St. Albert, literacy support is delivered by speech-language pathologists with specialized training in structured literacy. Sessions typically focus on one or more of the following areas:

• Phonological awareness -- the ability to hear and manipulate individual sounds in words
• Decoding -- sounding out unfamiliar words using letter-sound knowledge
• Reading fluency -- reading at a pace that supports comprehension
• Reading comprehension -- understanding and retaining what has been read
• Spelling and written expression -- putting thoughts on paper accurately and clearly

Structured literacy is the instructional approach recommended by the International Dyslexia Association for children with reading challenges, including dyslexia. It teaches reading skills explicitly and systematically, rather than expecting children to pick them up through exposure alone.

Literacy support is appropriate for children who are falling behind in reading at school, teens who have gaps in foundational skills, and students with identified or suspected learning differences. Because spoken language and written language are closely connected, a speech-language pathologist is uniquely qualified to identify where breakdowns are occurring and build targeted interventions around them.

Literacy shapes nearly every aspect of a child's academic and social life. Children who read well have access to the full curriculum -- from science textbooks to math word problems -- while children who struggle with reading often fall behind across multiple subjects, not just language arts.

Strong literacy skills support children in several ways:

• Academic achievement: Reading is the foundation for learning in every subject. A child who can read fluently and with comprehension can follow instructions, complete assignments independently, and engage with new material.
• Vocabulary and knowledge building: Children who read regularly are exposed to far more words and concepts than they encounter in everyday conversation, which strengthens both oral and written language.
• Confidence and self-esteem: Children who feel competent as readers are more likely to participate in class, take on challenges, and view themselves as capable learners.
• Critical thinking: Reading builds the ability to analyse information, compare ideas, and form opinions -- skills that carry well beyond school.

Research from the International Dyslexia Association confirms that explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension is the most effective way to support reading development. When children receive this kind of structured instruction early, outcomes improve significantly.

If your child is struggling with reading or writing, a literacy support program in Edmonton or St. Albert can target the specific language literacy skills that need strengthening. When attention, focus, or fine motor challenges are also present, occupational therapy can address those areas alongside literacy intervention.

Low literacy in children and teens does not always look the way parents expect. A child may be bright and articulate in conversation but still struggle significantly with reading, writing, or spelling. Recognizing the signs early allows for intervention before frustration and avoidance patterns set in.

In younger children (ages 5-8): - Difficulty learning letter names and sounds - Trouble rhyming or breaking words into syllables - Guessing at words based on pictures or the first letter rather than sounding them out - Slow, laboured reading that does not improve with practice - Reversing letters (b/d, p/q) beyond age 7 - Avoiding reading activities or becoming upset when asked to read aloud

In older children and teens (ages 9-18): - Reading well below grade level - Poor spelling that does not respond to memorization strategies - Difficulty with written assignments despite having good ideas verbally - Slow reading speed that affects test completion - Avoiding reading for pleasure or schoolwork - Trouble summarizing what was just read

The International Dyslexia Association notes that roughly 15-20% of the population shows some symptoms of reading difficulty, including slow or inaccurate reading and poor spelling. These challenges are not related to intelligence or effort.

If you are noticing several of these signs, a literacy assessment can identify which specific skills are underdeveloped. In some cases, a psychoeducational assessment may be recommended to determine whether a learning disability such as dyslexia is contributing to the difficulty.

Dyslexia affects how the brain processes written language, and warning signs often appear well before a child starts formal reading instruction. While a full evaluation is needed for diagnosis, three of the most commonly reported early indicators are:

1. Difficulty with phonological awareness. Children with dyslexia often struggle to hear and manipulate the individual sounds in words. They may have trouble rhyming, difficulty clapping out syllables, or confusion when asked to identify the first sound in a word. This skill -- connecting spoken sounds to written letters -- is the foundation of decoding, and weakness here is one of the strongest predictors of reading difficulty.

2. Slow or inaccurate word reading. Children with dyslexia frequently read words incorrectly, guess based on the first letter or context, or read so slowly that comprehension suffers. They may know a word on one page and fail to recognize it on the next. This inconsistency is a hallmark of the condition.

3. Unexpectedly poor spelling. Spelling difficulties in dyslexia often persist even after repeated practice. A child may spell the same word differently each time or produce spellings that do not follow any recognizable pattern. Written work often looks significantly weaker than what the child can express verbally.

The International Dyslexia Association emphasizes that no single test identifies dyslexia -- it is identified by measuring specific skill deficits across reading, spelling, and phonological processing.

If your child shows these signs, a speech-language pathologist can assess phonological awareness and decoding skills, while a psychoeducational assessment provides the formal diagnosis and recommendations for school accommodations.

Poor reading skills can have several underlying causes, and often more than one factor is at play. Understanding the root cause is essential because the intervention needs to match the specific breakdown in the reading process.

Common causes include:

• Phonological processing differences: The most frequent cause of reading difficulty is a weakness in phonological awareness -- the ability to hear, identify, and manipulate individual sounds in spoken language. This makes it hard to connect letters to sounds, which is the basis of decoding.
• Language-based learning disabilities: Dyslexia is the most well-known reading-specific learning disability and affects an estimated 15-20% of the population to some degree. It is neurological in origin and not related to intelligence.
• Spoken language delays: Children who had early speech or language delays are at higher risk for reading difficulties because spoken language provides the foundation for written language. ASHA's resource on emergent literacy highlights this connection.
• Attention challenges: Children with ADHD or attention difficulties may struggle to sustain focus during reading, which affects fluency and comprehension even when decoding skills are adequate.
• Limited early literacy exposure: Children who had fewer opportunities to be read to or engage with books before school may enter kindergarten with weaker vocabulary and print awareness.
• Vision or hearing issues: Undetected vision or hearing concerns can mimic or worsen reading difficulties.

A literacy assessment identifies where in the reading process the breakdown is occurring. If attention or sensory processing challenges are also present, occupational therapy can address those factors alongside literacy intervention.

Start by understanding where your child's reading or writing process is breaking down. A child who struggles to sound out words needs different support than one who can decode but does not understand what they read. Knowing the specific area of difficulty makes your at-home efforts more effective.

Practical strategies that support literacy at home:

• Read aloud together daily. Even older children benefit from hearing fluent reading modelled. Take turns reading paragraphs, or read aloud while your child follows along in the text.
• Talk about what you read. Ask questions before, during, and after reading: "What do you think will happen next?" or "Can you tell me what just happened?" This builds comprehension skills.
• Play with sounds. For younger children, rhyming games, clapping out syllables, and identifying beginning sounds build phonological awareness -- the foundation of reading.
• Make reading part of everyday life. Read recipes together, look at signs while driving, or follow written instructions for a project. This shows children that reading has real-world purpose.
• Avoid using reading as punishment. If reading feels like a chore, motivation drops quickly. Keep reading time positive and pressure-free.

The National Center on Improving Literacy recommends that parents watch for warning signs such as difficulty rhyming, slow word recognition, and trouble retelling a story -- and seek support early if these signs persist.

If your child continues to struggle despite consistent effort at home, a literacy assessment with a speech-language pathologist can pinpoint the underlying challenge and guide targeted intervention. When emotional frustration around reading is building, children's counselling can help address the anxiety or avoidance that often accompanies literacy difficulties.

Helping a 13-year-old with reading starts with understanding that the challenge is not about intelligence or effort. Many teens who struggle with reading have underlying gaps in foundational skills -- phonological awareness, decoding, or fluency -- that were never fully addressed in earlier grades. These gaps become more apparent as school demands increase.

Steps you can take:

• Request a formal assessment. A literacy evaluation can identify exactly where the reading process is breaking down. At 13, many teens have developed workaround strategies that mask the real problem, so a detailed assessment is essential.
• Focus on comprehension strategies. Teach your teen to preview text before reading (headings, bold words, images), ask questions while reading, and summarize after each section. These active reading strategies improve understanding even when decoding is slow.
• Find reading material that interests them. Graphic novels, sports biographies, gaming guides, or magazines on topics they enjoy can build reading stamina without the pressure of school texts.
• Use audiobooks alongside print. Listening while following along in the text helps teens connect spoken and written language, building fluency and vocabulary simultaneously.
• Do not take away reading time as punishment. If reading already feels difficult, making it a consequence creates further avoidance.

The International Dyslexia Association confirms that reading difficulties are highly responsive to the right instruction at any age. Structured literacy intervention works for teens, not just young children.

If your teen is also experiencing school-related anxiety or low confidence, teen counselling can address the emotional impact while literacy support builds the academic skills.

Improving literacy in teenagers requires a different approach than working with younger children. Teens are more aware of the gap between their abilities and those of their peers, which means motivation and self-esteem need to be considered alongside the instructional strategy.

Effective approaches for teen literacy include:

• Structured literacy intervention. The same evidence-based principles that work for younger children -- explicit, systematic instruction in phonological awareness, decoding, and spelling patterns -- are effective for teens. The content and materials are adapted to be age-appropriate, but the underlying instructional approach remains the same.
• Comprehension and vocabulary building. Teens often need direct instruction in academic vocabulary, text structure, and comprehension strategies such as summarizing, questioning, and making inferences. These skills become critical as textbooks and assignments grow more complex.
• Writing support. Many teens with reading difficulties also struggle with written expression. Instruction that breaks the writing process into planning, drafting, and revising stages can make a significant difference.
• Technology tools. Text-to-speech software, audiobooks, and speech-to-text programs can help teens access grade-level content while they build foundational skills.

The ASHA resource on emergent literacy confirms that speech-language pathologists play a direct role in literacy development for children and adolescents, including teens with persistent reading challenges.

A literacy support program tailored to your teen's specific needs can target the exact skills that are holding them back. If attention difficulties are also a factor, a psychology assessment can clarify whether ADHD or another learning profile is contributing to the challenge.

The five pillars of literacy, identified by the National Reading Panel, are the core components that effective reading instruction must address: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These five areas work together, and weakness in any one of them can affect overall reading ability.

• Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. It is an auditory skill that does not involve print and is one of the strongest predictors of reading success.
• Phonics is the understanding of the relationships between sounds and the letters or letter combinations that represent them. Systematic phonics instruction teaches children to decode unfamiliar words by applying these relationships.
• Fluency is the ability to read text accurately, at an appropriate speed, and with natural expression. Fluent reading frees up mental resources for comprehension.
• Vocabulary refers to the words a child understands and can use. Strong vocabulary supports both reading comprehension and written expression.
• Comprehension is the ultimate goal of reading -- understanding and making meaning from text. It depends on all four of the other components working together.

The International Dyslexia Association identifies structured literacy, which addresses all five components explicitly and systematically, as the most effective approach for students with reading difficulties.

At Ruby Therapy, literacy intervention is built around these five pillars, with each student's program designed to target the specific areas where their skills need strengthening.

Literacy development in children typically progresses through five broad stages, each building on the skills developed in the previous one. Understanding these stages helps parents and educators recognize where a child's development may have stalled and what kind of support is needed.

• Stage 1 -- Emergent literacy (birth to age 5). Children develop awareness that print carries meaning, learn to recognize letters, build vocabulary through conversation and being read to, and begin hearing the sounds within words (phonological awareness).
• Stage 2 -- Early reading and writing (ages 5-7). Children learn to decode words by connecting sounds to letters, begin reading simple texts, and start writing words and short sentences. This is the "learning to read" stage.
• Stage 3 -- Developing fluency (ages 7-9). Children become more automatic in their word recognition, reading speed increases, and they begin reading for meaning rather than just sounding out words. Reading becomes more enjoyable as it requires less effort.
• Stage 4 -- Reading to learn (ages 9-14). Reading shifts from being the subject of instruction to being the tool for learning in all subjects. Vocabulary, comprehension strategies, and critical thinking become the focus.
• Stage 5 -- Advanced literacy (ages 14 and up). Students read and write at increasingly sophisticated levels, engaging with complex texts, multiple perspectives, and abstract ideas.

The National Center on Improving Literacy notes that when a child's development stalls at any stage, the gap between their skills and grade-level expectations widens over time.

A literacy assessment can pinpoint exactly where your child's development has stalled and design instruction to move them forward. Early identification and intervention produce the strongest outcomes.

The five basic early literacy skills are the foundational abilities children develop before they begin formal reading instruction. These skills predict how well a child will learn to read once school begins, and they can be supported through everyday activities at home.

• Print motivation: A child's interest in and enjoyment of books. Children who are excited about stories and being read to are more likely to engage with reading as they grow.
• Print awareness: Understanding that printed text carries meaning and follows rules -- books have a front and back, we read from left to right, and words on a page represent spoken language.
• Letter knowledge: Recognizing that letters are different from one another, that they have names, and that specific sounds are connected to specific letters.
• Vocabulary: The words a child knows and uses. A larger vocabulary in the early years is strongly linked to stronger reading comprehension later on.
• Phonological awareness: The ability to hear and play with the smaller sounds in language -- rhyming, clapping syllables, and identifying beginning sounds in words.

The American Speech-Language-Hearing Association highlights that children with speech or language delays may need additional support developing these early literacy skills, as spoken language provides the foundation for reading.

Parents can build these skills through daily activities like reading aloud, singing songs, playing rhyming games, and talking about the world around them. If you have concerns about your child's early literacy development, a speech-language pathologist can evaluate these skills and recommend next steps. Ruby Therapy offers early literacy evaluations for children in the St. Albert and Edmonton area.

Emergent literacy refers to the skills, knowledge, and attitudes that develop before a child begins formal reading instruction. It includes recognizing letters, understanding that print carries meaning, hearing the sounds within words, and developing vocabulary through conversation and shared reading experiences.

Practical ways to support emergent literacy at home:

• Talk with your child frequently. Narrate everyday activities, ask open-ended questions, and expand on what your child says. Spoken language is the foundation of written language.
• Read aloud daily. Choose books with rhyming text, repetition, and engaging illustrations. Point to words as you read so your child begins to connect spoken and written language.
• Play with sounds. Clapping syllables, making rhymes, and identifying beginning sounds in words all build phonological awareness, which is one of the strongest predictors of later reading success.
• Encourage drawing and early writing. Scribbling, drawing, and attempting to write letters are early forms of written expression. Provide crayons, markers, and paper without correcting how letters look at this stage.
• Label items around the house. Pointing out environmental print -- signs, labels, menus -- helps children understand that print is everywhere and serves a purpose.

The American Speech-Language-Hearing Association notes that children who have speech or language delays may be at higher risk for reading difficulties, making early literacy support especially important for these families.

A speech-language pathologist can evaluate your child's emergent literacy skills and provide guidance on building the foundation for reading. If motor challenges make it difficult for your child to hold a pencil or form letters, an occupational therapist can support fine motor development alongside early writing skills.

Reading to babies provides a range of developmental benefits that go well beyond early literacy. Even before a child can speak, the experience of being read to builds neural connections that support language, attention, and social-emotional development.

Key benefits include:

• Language development. Babies who are read to regularly hear a wider range of vocabulary and sentence structures than they would through conversation alone. This exposure builds the language base that supports later reading and writing.
• Bonding and attachment. The physical closeness and shared attention of reading together strengthens the emotional connection between caregiver and child. This secure attachment supports learning and exploration across all developmental areas.
• Listening and attention. Following a story, even a simple one, helps babies develop the ability to focus on a single activity for short periods. This early attention skill builds gradually and supports concentration in school later on.
• Print awareness. As babies see books being opened, pages being turned, and a caregiver's eyes following text, they begin to understand the mechanics of reading -- that books have a front and back, that we read from left to right, and that the marks on the page carry meaning.
• Sound pattern recognition. Books with rhyme, rhythm, and repetition help babies tune in to the sound patterns of language, which is foundational for phonological awareness -- one of the strongest predictors of later reading success.

The Zero to Three organization emphasizes that early exposure to language and reading is a critical component of reading readiness. There is no age that is too early to start.

If you have questions about your baby's language development or want guidance on early literacy activities, a speech-language pathologist can provide practical recommendations tailored to your child's age and stage.

Home reading matters because the time children spend reading outside of school has a direct and measurable impact on their reading ability, vocabulary, and academic performance. School provides instruction in how to read; home provides the practice that makes those skills stick.

Why home reading makes a difference:

• Volume of exposure. Children who read at home for even 20 minutes a day are exposed to approximately 1.8 million words per year. Children who read for five minutes a day encounter roughly 282,000 words. That gap in exposure compounds over time and affects vocabulary, comprehension, and general knowledge.
• Fluency development. Reading fluency -- the ability to read accurately, at an appropriate speed, and with expression -- improves through practice. Children who read regularly at home develop automaticity with common words, which frees up mental resources for understanding what they read.
• Comprehension building. Home reading gives children the opportunity to engage with topics they are interested in, which increases motivation and deepens comprehension. A child who reads about dinosaurs, space, or sports is building background knowledge that supports understanding across subjects.
• Reading identity. Children who read regularly at home begin to see themselves as readers. This identity is protective -- when reading feels like a normal, enjoyable part of life rather than a school task, children are more likely to persist through challenges.

The National Center on Improving Literacy provides research-backed strategies for making home reading a consistent and positive part of family life.

If your child resists reading at home or struggles to read independently, a literacy assessment can determine whether underlying skill gaps are making reading feel too difficult. Addressing those gaps through targeted instruction often restores both ability and motivation.

Yes. Reading intervention is effective for teenagers, and research shows that adolescents with reading difficulties can make significant gains with the right instruction. The idea that reading intervention only works for young children is a common misconception that prevents many teens from getting the support they need.

What makes teen reading intervention different:

• Targeted skill building. Many teens who struggle with reading have specific gaps in foundational skills -- phonological awareness, decoding, or fluency -- that were never fully addressed in earlier grades. Intervention identifies and fills these gaps directly rather than repeating general instruction.
• Age-appropriate materials. Effective teen intervention uses content that is interesting and relevant to adolescents, even when the reading level is adjusted. This matters for engagement and motivation.
• Comprehension strategies. Teens often need explicit instruction in strategies such as summarizing, questioning, making inferences, and monitoring their own understanding while reading. These skills become critical as academic texts grow more complex.
• Technology supports. Text-to-speech tools, audiobooks, and speech-to-text software allow teens to access grade-level content while they work on building foundational skills, preventing them from falling further behind in other subjects.

The International Dyslexia Association confirms that intensive, high-quality literacy instruction can help older students build the skills they need, and that it is never too late for intervention.

A literacy support program designed for teens can target the exact areas where your adolescent's reading process is breaking down. If attention challenges or a learning disability may be contributing, a psychology assessment can clarify the full picture and guide both intervention and school accommodations.

Reading proficiency in high school directly affects a student's ability to succeed across every subject, prepare for post-secondary education, and function independently in daily life. By grade 9, the majority of learning happens through written text -- textbooks, articles, lab instructions, exam questions, and online resources all require strong reading skills.

Academic impact. High school students who read below grade level struggle not only in English Language Arts but also in science, social studies, and mathematics, where word problems and written instructions rely on comprehension. These students often spend significantly more time on assignments and may perform below their actual knowledge level on tests because they cannot access the questions efficiently.

Post-secondary readiness. Whether a student plans to attend university, college, or enter a trade, reading is a baseline requirement. Entrance exams, course materials, workplace manuals, and certification programs all assume a certain level of reading proficiency.

Daily functioning. Reading is embedded in everyday adult life -- from understanding a lease agreement to navigating public transit schedules to following workplace safety protocols. Teens who leave high school with unaddressed reading gaps face challenges that extend well beyond the classroom.

Self-advocacy. Strong readers can research topics independently, evaluate information critically, and advocate for themselves in educational and professional settings. These skills become increasingly important as teens transition to adulthood.

If your teen is struggling with high school reading demands, a literacy assessment can pinpoint where the breakdown is occurring. When attention, executive functioning, or learning differences are part of the picture, a psychology assessment can provide the formal documentation needed for school accommodations.

Reading comprehension difficulties in teenagers often look different from the decoding struggles seen in younger children. A teen may be able to read words accurately but still struggle to understand, retain, or analyse what they have read. This makes it easy to miss, because the student appears to be reading fluently.

Strategies that support teen reading comprehension:

• Preview the text first. Before reading, scan headings, bold terms, images, and summaries. This gives the brain a framework for organizing new information.
• Read in chunks. Stop after each section or paragraph and summarize what was just read in one or two sentences. This prevents the common pattern of reading an entire page and retaining nothing.
• Ask questions while reading. Teach your teen to actively question the text: "What is the main point here?" "How does this connect to what I already know?" "Do I agree with this?"
• Use graphic organizers. Visual tools like concept maps, timelines, and comparison charts help teens organize information from complex texts.
• Discuss what they read. Talking about a text after reading reinforces comprehension and helps teens practise articulating their understanding. Ask questions that require analysis rather than simple recall.
• Build vocabulary intentionally. Academic vocabulary is a major barrier for many teens. When unfamiliar words appear, discuss their meaning in context rather than relying on dictionary definitions alone.

A literacy support program can assess whether the comprehension difficulty stems from vocabulary gaps, weak foundational decoding, limited background knowledge, or another factor, and build intervention around the specific cause.

Structured literacy is an instructional approach that teaches reading and spelling explicitly, systematically, and cumulatively. Rather than expecting children to pick up reading skills through exposure to books alone, structured literacy breaks the reading process into its component parts and teaches each one directly.

The core elements of structured literacy include:

• Phonology: Understanding the sound structure of language, including the ability to hear, identify, and manipulate individual sounds (phonemes) in words
• Sound-symbol association: Learning the relationships between sounds and the letters or letter combinations that represent them (phonics)
• Syllable instruction: Recognizing and applying the patterns that govern how syllables are structured in English
• Morphology: Understanding meaningful word parts -- prefixes, suffixes, and root words -- that help with reading, spelling, and vocabulary
• Syntax: Understanding how words are organized into sentences and how sentence structure affects meaning
• Semantics: Comprehending meaning at the word, sentence, and passage level

What makes structured literacy different from other approaches:

Structured literacy is explicit (skills are taught directly, not left to discovery), systematic (skills are introduced in a logical sequence), cumulative (new learning builds on what has already been mastered), and diagnostic (instruction is adjusted based on the student's response).

The International Dyslexia Association identifies structured literacy as the most effective approach for students with dyslexia and other reading difficulties, and beneficial for all learners.

At Ruby Therapy, speech-language pathologists use structured literacy principles to design intervention that targets each student's specific areas of need. This approach works for children who are just learning to read and for teens who have gaps in foundational skills that were never fully addressed.

Phonological awareness is the ability to recognize and work with the sounds of spoken language. It includes hearing rhymes, clapping out syllables, identifying the first sound in a word, and eventually breaking words into their individual sounds (phonemes). It is an auditory skill -- it does not involve reading or looking at letters.

Why it matters for reading:

Reading requires children to connect sounds to letters. If a child cannot hear and manipulate the individual sounds in spoken words, they will struggle to learn the letter-sound relationships needed for decoding. Phonological awareness is consistently identified by research as one of the strongest predictors of reading success or difficulty.

The phonological awareness continuum:

• Word awareness: Recognizing that sentences are made up of separate words
• Syllable awareness: Clapping out or counting the syllables in a word (e.g., "banana" has three syllables)
• Onset-rime awareness: Identifying the beginning sound and the rest of a word (e.g., /c/ + /at/ = cat)
• Phonemic awareness: The most advanced level -- isolating, blending, segmenting, and manipulating individual sounds (e.g., "cat" has three sounds: /k/ /a/ /t/)

Children with strong phonological awareness learn to read more easily. Children with weak phonological awareness -- including many children with dyslexia -- need explicit, systematic instruction to develop these skills.

The ASHA resource on emergent literacy identifies phonological processing as a core area of speech-language pathology practice, directly connecting spoken language skills to reading development.

A speech-language pathologist can assess phonological awareness and design targeted intervention. At Ruby Therapy, this assessment is a standard part of any literacy evaluation.

Dyslexia is a language-based learning difference that primarily affects reading, spelling, and writing. It is neurological in origin, meaning it results from differences in how the brain processes written language. Dyslexia is not related to intelligence, vision, or effort -- many children with dyslexia are bright and capable learners who struggle specifically with decoding printed words.

Key characteristics of dyslexia:

• Difficulty with phonological processing -- hearing, identifying, and manipulating the sounds in words
• Slow or inaccurate word reading, especially with unfamiliar words
• Persistent spelling difficulties that do not improve with standard classroom instruction
• Reading that requires significant effort and mental energy
• A noticeable gap between verbal ability and written performance

Dyslexia occurs on a spectrum. Some children have mild difficulties that respond quickly to targeted instruction, while others have more significant challenges that require intensive, long-term support. An estimated 15-20% of the population shows some degree of reading difficulty associated with dyslexia.

The International Dyslexia Association describes dyslexia as the most common cause of reading difficulties, affecting people of all backgrounds and intellectual levels. With appropriate instruction -- specifically structured literacy -- individuals with dyslexia can learn to read successfully.

If you are searching for dyslexia testing near you, a speech-language pathologist can assess the phonological processing and decoding skills most directly affected by dyslexia. For a formal diagnosis, a psychoeducational assessment evaluates cognitive and academic profiles to determine whether dyslexia or another learning difference is present, and provides recommendations for intervention and school accommodations.

Dyslexia is not something that can be cured because it is not a disease or illness. It is a neurological difference in how the brain processes written language, and it is present throughout a person's life. However, with the right instruction, individuals with dyslexia can learn to read, write, and spell effectively.

What research tells us:

• Dyslexia responds well to structured literacy instruction -- explicit, systematic teaching of phonological awareness, phonics, fluency, vocabulary, and comprehension. With targeted intervention, most children with dyslexia make significant gains in reading accuracy and speed.
• Early intervention produces the strongest results. Children who receive appropriate support in the early elementary years tend to have better outcomes than those who are identified later. However, intervention is effective at any age.
• Reading may always require more effort for a person with dyslexia. Even after successful intervention, reading speed may remain slower than average, and spelling may continue to be a challenge. Accommodations such as extended time on tests and access to text-to-speech tools can level the playing field.
• The brain can change. Neuroimaging research shows that intensive reading intervention can alter the brain's activation patterns, building new pathways that support reading. This does not eliminate dyslexia but demonstrates that the brain responds to effective instruction.

The International Dyslexia Association states that with appropriate teaching methods, people with dyslexia can learn successfully, and that early identification and intervention are key to achieving the best outcomes.

For families seeking dyslexia help in Edmonton or St. Albert, a literacy support program based on structured literacy principles addresses the specific skills affected by dyslexia. If your child has not yet been formally evaluated, a psychoeducational assessment can provide a diagnosis and guide the intervention plan.

Dyslexia is identified through a comprehensive assessment that measures specific reading-related skills, not through a single test. The evaluation looks at patterns of strengths and weaknesses across multiple areas to determine whether a child's reading difficulties are consistent with a dyslexia profile.

What a dyslexia evaluation typically includes:

• Phonological processing: The ability to hear, identify, and manipulate the individual sounds in spoken words. Weakness in this area is the hallmark of dyslexia.
• Decoding: The ability to sound out unfamiliar words using letter-sound knowledge.
• Reading fluency: How accurately and quickly a child reads connected text.
• Spelling: Patterns of spelling errors that may indicate a phonological processing weakness.
• Reading comprehension: Understanding of what has been read, which may be affected by the effort required for decoding.
• Oral language skills: Vocabulary, listening comprehension, and verbal expression, which are typically strengths in children with dyslexia.
• Cognitive ability: An intelligence measure to confirm that reading difficulties are not explained by overall cognitive delays.

The International Dyslexia Association recommends that evaluations be conducted by professionals with specific training in reading development and reading disability, including psychologists, speech-language pathologists, and reading specialists.

For families looking into dyslexia testing near them in the Edmonton area, a psychoeducational assessment conducted by a registered psychologist provides the formal documentation needed for a diagnosis and school accommodations. A speech-language pathologist can also evaluate the phonological and decoding skills most directly affected by dyslexia, which helps guide the intervention plan.

Yes. Speech-language pathologists are specifically trained in the connection between spoken language and written language, which makes them well-suited to support children and teens with reading difficulties. Reading is a language-based skill, and many reading challenges have their roots in how the brain processes the sounds and structures of spoken language.

How speech therapy supports reading:

• Phonological awareness intervention. Many children who struggle with reading have difficulty hearing and manipulating the sounds in spoken words. Speech-language pathologists target these skills directly, building the auditory foundation that decoding depends on.
• Decoding and spelling instruction. Using structured literacy principles, speech-language pathologists teach the relationships between sounds and letters systematically, helping children learn to read and spell unfamiliar words.
• Language comprehension. Some children can decode words accurately but struggle to understand what they read. Speech-language pathologists address vocabulary, sentence structure, and inferencing skills that support reading comprehension.
• Written expression. Difficulty organizing and expressing ideas in writing is closely connected to oral language skills. A speech-language pathologist can work on both simultaneously.

The ASHA resource on emergent literacy confirms that speech-language pathologists play a critical and direct role in the development of literacy for children and adolescents, including those with identified communication disorders and those at risk for reading failure.

At Ruby Therapy, literacy support is delivered by speech-language pathologists who assess reading skills as part of their practice. If motor or attention challenges are also affecting your child's academic performance, occupational therapy can address those areas alongside literacy intervention.

A literacy assessment is a structured evaluation of a child's or teen's reading and writing abilities. Its purpose is to identify exactly where in the reading or writing process a student's skills break down, so that intervention can target the right areas rather than repeating instruction the student does not need.

What a literacy assessment typically evaluates:

• Phonological awareness: Can the student hear and manipulate individual sounds in words?
• Letter-sound knowledge: Does the student know the sounds associated with letters and common letter combinations?
• Decoding: Can the student sound out real and nonsense words accurately?
• Sight word reading: Does the student recognize high-frequency words automatically?
• Reading fluency: How quickly and accurately does the student read connected text?
• Reading comprehension: Can the student understand and recall what they have read?
• Spelling: Do spelling errors follow recognizable patterns that indicate a specific skill gap?
• Written expression: Can the student organize and express ideas in writing at an age-appropriate level?

A literacy assessment is different from a psychoeducational assessment. A literacy assessment focuses specifically on reading and writing skills and is typically conducted by a speech-language pathologist. A psychoeducational assessment, conducted by a registered psychologist, evaluates cognitive ability and academic achievement more broadly and can provide a formal diagnosis of a learning disability such as dyslexia.

The International Dyslexia Association recommends that assessment include measures of phonological processing, decoding, fluency, and comprehension to build a complete picture of a student's reading profile.

If you are searching for a literacy assessment near you, Ruby Therapy in St. Albert serves families throughout Edmonton and surrounding communities. Assessments are conducted by registered speech-language pathologists and result in a clear picture of your child's strengths and areas for growth, along with specific recommendations for intervention.

The length of literacy intervention depends on the severity of the reading difficulty, the age of the child, the consistency of sessions, and whether the student also practises skills outside of therapy. There is no standard timeline because every child's profile is different.

General guidelines:

• Mild gaps (e.g., a child slightly below grade level): Some children make meaningful progress in 10-15 sessions, especially if the difficulty is limited to one specific skill area such as phonological awareness or decoding.
• Moderate gaps (e.g., reading one to two years below grade level): Children and teens with more significant gaps typically benefit from 6-12 months of consistent, weekly intervention. Progress depends on how foundational the missing skills are.
• Significant gaps or diagnosed learning disabilities: Children with dyslexia or other language-based learning differences often benefit from longer-term support, sometimes extending over one to two years. Intensity and frequency of sessions can be adjusted as skills improve.

Factors that affect progress:

• Frequency of sessions. Children who attend sessions consistently (weekly or twice weekly) tend to progress faster than those with irregular attendance.
• Practice between sessions. Applying skills at home and at school reinforces what is taught in therapy and accelerates progress.
• Age at intervention. Research consistently shows that earlier intervention produces faster results, though the International Dyslexia Association confirms that older children and teens also respond well to targeted instruction.
• Complementary support. When attention, sensory, or emotional challenges are addressed simultaneously through occupational therapy or counselling, children are often better able to engage with literacy instruction.

At Ruby Therapy, speech-language pathologists reassess progress regularly and adjust the intervention plan based on how the student is responding. The goal is always to build independent reading skills as efficiently as possible.

The cost of literacy support in Edmonton and St. Albert varies depending on several factors, including the provider, the professional delivering the service, session length, and the session format. Reading intervention in Edmonton is typically billed through speech-language pathology, which many insurance plans cover.

Factors that influence cost:

• Provider type. At Ruby Therapy in St. Albert, literacy support is delivered by registered speech-language pathologists and is billed at the same rate as speech-language therapy. Therapy assistant sessions, supervised by an SLP, are also available at a lower rate once the treatment plan is established and the student is practising skills that benefit from guided repetition.
• Session length. Most clinics offer both 60-minute and 40-minute session formats. A 60-minute session typically includes direct intervention time plus time for session planning and documentation.
• Location. Rates vary between providers and across the Edmonton and St. Albert area.

Insurance and funding considerations:

• Many private insurance plans cover speech-language pathology services, including literacy intervention. Check your plan for coverage under "speech-language pathology" or "speech therapy."
• Alberta's Family Support for Children with Disabilities (FSCD) program may cover therapy costs for eligible families.
• Some families use Registered Disability Savings Plan (RDSP) or other tax-related benefits to offset costs.

For current rates, contact Ruby Therapy or call (587) 410-9791.

In many cases, yes. Because literacy support at Ruby Therapy is delivered by registered speech-language pathologists, it falls under speech-language pathology services for insurance purposes. Most private health insurance plans in Alberta include coverage for speech-language pathology, though the amount and terms vary between plans.

What to check on your insurance plan:

• Coverage category. Look for "speech-language pathology" or "speech therapy" in your benefits. Literacy support provided by a registered SLP is billed under this category.
• Annual maximum. Most plans have a per-year dollar limit for speech-language pathology services. Common maximums range from $500 to $2,500 per year, though some plans offer more.
• Referral requirements. Some plans require a physician referral before coverage begins. Others allow direct access to a speech-language pathologist without a referral.
• Session limits. A few plans cap the number of sessions per year rather than using a dollar maximum.

Other funding options:

• FSCD (Family Support for Children with Disabilities). This Alberta government program provides funding for therapy services for eligible children. Families can apply through their local FSCD office.
• Jordan's Principle. First Nations children may be eligible for therapy funding through this federal program.
• Tax deductions. Speech-language pathology fees are an eligible medical expense on Canadian income tax returns.

To discuss your specific coverage or funding options, contact Ruby Therapy at (587) 410-9791. The administrative team can help you navigate the process.

Occupational therapy does not teach reading or spelling directly, but it addresses many of the underlying skills that affect a child's ability to engage with literacy tasks. When physical, sensory, or attention challenges are making it harder for a child to read and write, occupational therapy can remove those barriers so that literacy instruction is more effective.

How occupational therapy supports literacy-related skills:

• Handwriting and fine motor skills. Many children who struggle with written expression have difficulty with the physical act of writing. An occupational therapist works on pencil grasp, letter formation, spacing, and the hand strength and coordination needed to write legibly and efficiently.
• Visual-motor integration. Copying from a board, aligning numbers on a page, and tracking text from left to right all require the eyes and hands to work together. Occupational therapy strengthens these skills.
• Attention and self-regulation. Children who have difficulty sitting still, filtering out distractions, or managing their energy level in the classroom may struggle to focus during reading and writing tasks. Occupational therapy provides strategies for sensory regulation and sustained attention.
• Executive functioning. Planning, organizing, and sequencing are all required for writing assignments. Occupational therapists help children develop these skills through structured activities and strategies.

When a child has both literacy challenges and motor, sensory, or attention difficulties, the most effective approach often involves literacy support and occupational therapy working in parallel.

At Ruby Therapy, occupational therapy and literacy support are available under the same roof, making coordination between providers straightforward. For children who need both speech and OT, combined speech and occupational therapy programs are also available.

Yes. ADHD and reading difficulties frequently co-occur, though they are separate challenges with different underlying causes. A child can have ADHD alone, a reading difficulty alone, or both -- and understanding which pattern is present is important for getting the right support.

How ADHD affects reading:

• Sustained attention. Reading requires focused attention over an extended period. Children with ADHD may lose their place, skip lines, reread the same sentence multiple times, or zone out during longer passages.
• Working memory. Holding the beginning of a sentence in mind while reading to the end requires working memory, which is often a challenge for children with ADHD. This can make comprehension difficult even when decoding is strong.
• Impulse control. Some children with ADHD rush through reading, guessing at words rather than decoding them carefully, which leads to errors and reduced comprehension.
• Reading stamina. The mental effort required to sustain attention during reading can exhaust children with ADHD faster than their peers, leading to avoidance of reading tasks.

When both ADHD and a reading disability are present:

An estimated 25-40% of children with ADHD also have a co-occurring reading disability such as dyslexia. When both are present, addressing only one will not fully resolve the academic difficulties. The attention challenges need management strategies, and the reading gaps need targeted literacy instruction.

A literacy assessment can determine whether the reading difficulty is related to decoding, attention, or both. If ADHD has not yet been formally identified, a psychology assessment can evaluate attention alongside academic skills. Occupational therapy can also support attention, self-regulation, and executive functioning strategies that help children with ADHD engage more effectively with reading tasks.

A literacy support session at Ruby Therapy is structured, goal-directed, and tailored to the individual student's assessed needs. Sessions are delivered by a registered speech-language pathologist using structured literacy methods grounded in the science of reading.

A typical session includes:

• Warm-up and review. The session begins with a brief review of previously taught skills to reinforce learning and build automaticity. This might include rapid letter-sound drills, reading previously practised words, or reviewing spelling patterns from the last session.
• New skill instruction. The speech-language pathologist introduces a new concept or skill, teaching it explicitly and modelling how to apply it. For example, a student working on decoding might learn a new syllable pattern and practise reading words that follow that pattern.
• Guided practice. The student practises the new skill with support, receiving immediate feedback and correction. This is where the most active learning happens.
• Reading connected text. The student reads a passage or story that includes the skills being targeted. This transfers isolated skill practice into real reading and builds fluency.
• Spelling or writing practice. Encoding (spelling) reinforces decoding skills. The student may practise spelling words that follow the patterns taught in the session or write short sentences using target words.

Session length is either 40 minutes (30 minutes direct + 10 minutes planning and documentation) or 60 minutes (45 minutes direct + 15 minutes planning and documentation).

The International Dyslexia Association recommends that literacy instruction be explicit, systematic, cumulative, and diagnostic -- principles that guide every session at Ruby Therapy.

To schedule an assessment or learn more about what sessions involve, contact us at (587) 410-9791.

Most children do not outgrow genuine reading difficulties without intervention. The "wait and see" approach -- hoping a child will catch up on their own -- is one of the most common reasons reading challenges persist into the upper grades and beyond.

What research tells us:

• Children who are struggling readers at the end of grade 1 have approximately a 90% chance of still being struggling readers at the end of grade 4 without targeted intervention. The gap between their skills and grade-level expectations tends to widen over time, not shrink.
• Conversely, children who receive appropriate, evidence-based intervention in the early grades have a strong probability of reaching grade-level reading. The earlier the support begins, the more effective it tends to be.
• For children with dyslexia, the underlying neurological difference does not change. However, with structured literacy instruction, these children can develop the reading skills they need. The difficulty does not disappear, but it becomes manageable.

Why waiting is risky:

As children move through school, reading shifts from being the subject they are learning to the tool they use to learn every other subject. A child who is behind in reading in grade 2 may be behind in science, social studies, and mathematics by grade 4 -- not because they lack knowledge but because they cannot access the written material.

The emotional impact also accumulates. Children who struggle with reading for years often develop anxiety, avoidance, and low self-esteem around academic tasks.

The International Dyslexia Association confirms that explicit, systematic instruction is the most effective approach for children who are at risk for reading failure, and that early intervention produces the strongest outcomes.

If your child is behind in reading, a literacy assessment is the most reliable way to determine what kind of support is needed. If emotional or behavioural challenges have developed alongside the reading difficulty, counselling can address those in parallel.

This is one of the most common questions parents ask, and the answer depends on what is causing the slow reading. Some children are slower readers due to factors that are temporary or easily addressed, while others have dyslexia -- a persistent, neurological difference in how the brain processes written language.

Signs that may point toward dyslexia:

• Difficulty with phonological awareness (hearing and manipulating sounds in words) that has been present since early childhood
• Persistent decoding errors -- guessing at words, misreading similar-looking words, or struggling to sound out unfamiliar words even after instruction
• Spelling that does not follow recognizable patterns and does not improve with memorization or repeated practice
• A noticeable gap between verbal ability (strong ideas, good vocabulary in conversation) and written performance
• A family history of reading difficulties (dyslexia has a genetic component)

Signs that may point toward other explanations:

• The child reads slowly but accurately, and comprehension is generally good (this may be a fluency issue that responds well to practice)
• Slow reading only appeared recently and may be related to a change in school demands, attention difficulties, or emotional stress
• The child is learning English as an additional language and slow reading reflects language acquisition rather than a reading disability
• The child has not had consistent, explicit phonics instruction (the approach to teaching may be the gap, not the child's ability)

The International Dyslexia Association recommends a comprehensive evaluation to distinguish dyslexia from other causes of reading difficulty, because the intervention approach differs depending on the underlying cause.

A literacy assessment is a practical starting point. It evaluates phonological processing, decoding, fluency, and comprehension to determine where the difficulty lies. If a formal diagnosis is needed for school accommodations or funding, a psychoeducational assessment provides that level of evaluation.

Autism spectrum characteristics can affect reading and literacy in several ways, though the impact varies widely from one individual to another. Some autistic children learn to decode words early and with relative ease, while others experience significant reading challenges. The pattern of strengths and difficulties is often different from what is seen in dyslexia.

Common literacy patterns in autistic children:

• Strong decoding, weaker comprehension. Some autistic children can read words accurately at or above grade level but struggle to understand the meaning of what they read, especially when text involves figurative language, inference, or understanding characters' intentions and emotions.
• Hyperlexia. A small number of autistic children demonstrate advanced word reading abilities at a very young age, sometimes reading fluently before they can carry on a conversation. While this can look like a strength, comprehension often lags significantly behind decoding.
• Difficulty with social and narrative text. Stories that rely on understanding social dynamics, sarcasm, or implied meaning can be particularly challenging for autistic readers.
• Special interest as motivation. Many autistic children read voraciously about topics that interest them. Harnessing these interests can be an effective way to build reading stamina and comprehension skills.
• Sensory factors. Sensory sensitivities (such as visual discomfort with certain fonts, busy page layouts, or fluorescent lighting) may affect reading endurance and comfort.

A literacy assessment can clarify whether the reading challenge is primarily about decoding, comprehension, or both. If an autism assessment has not yet been completed, Ruby Therapy offers comprehensive autism evaluations for children and teens. When sensory factors are affecting learning, occupational therapy can provide strategies to support sensory regulation in the classroom and during reading time.

Alberta schools do not typically conduct formal diagnostic testing for dyslexia. School-based assessments tend to focus on whether a child qualifies for additional support within the school system, rather than providing a clinical diagnosis. The tools and depth of evaluation differ significantly from what a private assessment offers.

What schools typically do:

• Screen students for reading difficulties using classroom-based measures
• Track whether a student is meeting grade-level expectations in reading and writing
• Provide additional classroom support such as small-group instruction or targeted reading programs
• Refer families to external professionals when a deeper evaluation is needed

What schools typically do not do:

• Conduct a comprehensive psychoeducational assessment that identifies dyslexia as a specific learning disability
• Evaluate phonological processing, cognitive ability, and academic skills in the depth needed for a formal diagnosis
• Provide the detailed documentation required for some funding applications or accommodations beyond the classroom

In Alberta, a formal dyslexia diagnosis requires a psychoeducational assessment conducted by a registered psychologist. This assessment provides a complete picture of the child's cognitive and academic profile and is accepted for school accommodations, FSCD funding applications, and post-secondary disability services.

A speech-language pathologist can also assess the reading and phonological processing skills most directly affected by dyslexia, providing valuable information to guide intervention while a formal diagnosis is pursued. At Ruby Therapy, both assessment options are available.

FSCD stands for Family Support for Children with Disabilities, an Alberta government program that provides funding and services to families of children with diagnosed disabilities. The program helps cover the cost of therapies and supports that are not available through other publicly funded services.

How FSCD works:

• Families apply through their regional office with documentation of their child's diagnosis
• A caseworker is assigned to the family and develops a family service plan
• Funding may be provided for therapy services including speech-language pathology, occupational therapy, and other professional supports
• The specific amount and types of services funded depend on the child's assessed needs and the family's circumstances

Does this program cover literacy support?

Because literacy support at Ruby Therapy is delivered by registered speech-language pathologists, it may be eligible for FSCD funding when the child has a qualifying diagnosis. Common diagnoses that may qualify include learning disabilities (such as dyslexia), autism spectrum conditions, and other conditions that affect a child's development and daily functioning.

A psychoeducational assessment provides the formal diagnostic documentation needed for an application. The FSCD program overview provides more detail on eligibility and the application process.

To discuss whether your child's literacy support may be eligible for this funding, contact Ruby Therapy at (587) 410-9791. The administrative team can help you understand the process and what documentation may be needed.

Most children begin learning to read between ages 5 and 7, though the timeline varies and there is a normal range of development. What matters more than the exact age is whether a child is building the foundational skills that reading depends on -- phonological awareness, letter knowledge, and vocabulary.

Typical reading development timeline:

• Ages 3-4: Children begin recognizing some letters, understanding that print carries meaning, and developing phonological awareness (hearing rhymes and syllables).
• Ages 5-6: Most children start learning letter-sound relationships and begin decoding simple words. This is the "learning to read" stage in most school systems.
• Ages 6-7: Children become more fluent with basic words and begin reading simple texts with increasing independence.
• Ages 7-8: Reading becomes more automatic, and the focus shifts toward comprehension and reading for learning.

When to be concerned:

• By the end of kindergarten, a child should know most letter names and sounds and be able to rhyme and identify beginning sounds in words
• By the end of grade 1, most children can read simple texts and decode unfamiliar words using letter-sound knowledge
• A child who is significantly behind these benchmarks may benefit from a literacy assessment to identify whether specific skills need targeted support

The American Speech-Language-Hearing Association notes that children who have early speech or language delays are at higher risk for reading difficulties, and early screening can identify those who may need additional support.

If you have concerns about your child's readiness to read, a speech-language pathologist can evaluate early literacy skills and recommend appropriate next steps.

A psychoeducational assessment may be appropriate when your child has persistent academic difficulties that have not responded to classroom support or targeted intervention, and you need to understand why they are struggling. It is the most comprehensive way to identify learning disabilities such as dyslexia, attention challenges such as ADHD, and other factors affecting academic performance.

Consider a psychoeducational assessment if:

• Your child has been struggling with reading, writing, or math for more than a year despite receiving extra help at school
• Teachers report that your child is not progressing at the expected rate and have exhausted classroom-level strategies
• You suspect a learning disability such as dyslexia but need a formal diagnosis for school accommodations or funding
• Your child is bright and capable in conversation but consistently underperforms on written work or reading tasks
• Attention, focus, or organizational difficulties are affecting academic performance and you want to understand whether ADHD or another factor is involved
• You are applying for FSCD funding, Jordan's Principle, or post-secondary accommodations that require formal documentation

What the assessment provides:

A psychoeducational assessment evaluates cognitive ability, academic achievement, and information processing. The result is a clear profile of your child's strengths and areas of difficulty, along with a diagnosis (if applicable) and specific recommendations for intervention and accommodations.

At Ruby Therapy, psychoeducational assessments are conducted by registered psychologists. The assessment can be paired with a literacy support program to ensure that intervention is guided by a thorough understanding of your child's learning profile. For current rates, contact Ruby Therapy or call (587) 410-9791.

Alberta schools are required to provide accommodations and support for students with identified learning difficulties. The specific accommodations available depend on the student's needs and whether they have a formal diagnosis.

Common classroom accommodations for reading difficulties:

• Extended time on tests and assignments
• Reduced reading load -- shorter passages or fewer questions per assignment
• Access to audiobooks or text-to-speech software for grade-level content
• Preferential seating to reduce distractions during reading tasks
• Modified assignments that allow students to demonstrate knowledge through oral presentation or visual projects rather than written responses
• Chunked instructions -- breaking multi-step directions into smaller, manageable parts
• Use of graphic organizers to support comprehension and writing

How to access accommodations:

• A formal psychoeducational assessment provides the strongest documentation for requesting accommodations. The assessment report includes specific recommendations that teachers can implement.
• Schools may also provide accommodations through an Individualized Program Plan (IPP) based on classroom observations and school-based assessments, even without a formal external diagnosis.
• Parents can request a meeting with the school's learning support team to discuss their child's needs and explore available options.

A literacy assessment provides detailed information about the specific skills that need support, which helps teachers select the most relevant accommodations. Pairing accommodations with targeted literacy intervention produces the best outcomes.

Yes. Bilingual children can experience reading difficulties just as monolingual children can. However, distinguishing between a true reading difficulty and the normal challenges of learning to read in two languages requires careful assessment.

Normal patterns in bilingual reading development:

• It is typical for bilingual children to have a smaller vocabulary in each individual language compared to a monolingual child, but their total vocabulary across both languages is usually comparable.
• Reading skills developed in one language often transfer to the other, particularly at the phonological and comprehension strategy level.
• Bilingual children may show temporary code-switching (mixing languages) in reading and writing, which is a normal part of bilingual development.

When a reading difficulty may be present:

• The child struggles with reading in both languages, not just one. A difficulty that appears only in the second language is more likely to reflect language acquisition than a learning disability.
• Phonological awareness is weak in both languages. Since phonological processing underlies reading in all alphabetic languages, weakness in this area across both languages is a strong indicator of a reading-specific difficulty.
• The child's reading progress has stalled despite adequate instruction and exposure in both languages.

The ASHA resource on emergent literacy notes that speech-language pathologists play a direct role in literacy assessment and intervention, including for children from multilingual backgrounds.

A literacy assessment can help determine whether your child's reading challenges reflect a true learning difficulty or are part of the normal bilingual development process. If a formal diagnosis is needed, a psychoeducational assessment can evaluate cognitive and academic profiles while considering the child's language background.

Preparing your child for their first literacy support session is mostly about setting expectations and reducing any anxiety they may feel about working on reading outside of school. Children who have struggled with reading often associate it with frustration, so framing the experience positively makes a difference.

Before the session:

• Explain what will happen in simple terms. You might say, "You're going to meet someone who helps kids with reading. They'll play some word games with you and figure out what kinds of reading practice will help you the most."
• Avoid framing it as a problem. Instead of "You need help because you're behind," try "This person is really good at figuring out how to make reading easier."
• Bring any relevant information. If you have report cards, school assessments, or a psychoeducational assessment report, bring copies to the first session. This gives the speech-language pathologist valuable context.
• Let your child know it is one-on-one. Some children feel relieved to know they will not be in a group and will not be compared to other students.

What to expect:

The first session at Ruby Therapy is typically an assessment session. The speech-language pathologist will evaluate your child's reading and writing skills to build a detailed picture of their strengths and areas for growth. The session is structured to be supportive and low-pressure.

To book a first session or ask questions about what to expect, contact Ruby Therapy at (587) 410-9791.

Referring your child for literacy support does not require a physician's referral in Alberta. Unlike a centre for literacy in Edmonton that may have waitlists or eligibility requirements, private clinics allow parents to contact a speech-language pathology clinic directly to request an assessment or begin services.

Steps to get started:

• Contact the clinic. Call Ruby Therapy at (587) 410-9791 or submit a referral through the website. You can refer your child yourself -- no doctor's note is needed.
• Share background information. When you call, be prepared to describe your child's reading concerns, their current grade, and any previous assessments or school reports. This helps the clinic match your child with the right clinician.
• Schedule an initial assessment. The first appointment is typically a literacy assessment to evaluate your child's reading, writing, and phonological processing skills. Results guide the intervention plan.
• Check your insurance. Literacy support delivered by a registered SLP is covered by most private insurance plans under "speech-language pathology." Call your insurance provider to confirm your coverage before your first session.

Other referral pathways:

• Teachers, school learning support teams, or pediatricians may also recommend a literacy assessment and can provide reports that give the clinician useful context.
• If your child has FSCD funding, your FSCD worker can include literacy support in the family service plan.

Ruby Therapy is located at 7 St Anne Street #104, St. Albert, and serves families throughout St. Albert, Edmonton, and surrounding communities.

Children who experience early speech or language delays are at significantly higher risk for reading difficulties. This connection exists because spoken language provides the foundation for written language -- the same skills a child uses to understand and produce speech are the skills they need to learn to read.

How speech and language relate to reading:

• Phonological awareness -- the ability to hear and work with individual sounds in spoken words -- depends on a strong foundation in speech sound development. A child who had difficulty producing or distinguishing speech sounds may later struggle to connect those sounds to letters.
• Vocabulary -- children who had limited spoken vocabulary in the early years often enter school with fewer words available for reading comprehension. A child needs to know a word in spoken language before they can fully understand it in print.
• Sentence comprehension -- understanding the structure and meaning of spoken sentences is a prerequisite for understanding written sentences. Children with receptive language delays may struggle with reading comprehension even when they can decode words accurately.

The American Speech-Language-Hearing Association identifies the link between spoken language and literacy as a core area of speech-language pathology practice, noting that SLPs play a direct role in both prevention and intervention for reading difficulties.

Not every child with a speech delay will develop reading difficulties, but early monitoring is important. A speech-language pathologist can assess both spoken language and early literacy skills. If reading challenges emerge, a literacy support program can target the specific areas where the breakdown is occurring.

If your child has been struggling with reading, writing, or math for an extended period and classroom support has not been enough, having them tested for a learning disability is a reasonable and proactive step. Testing does not create a problem -- it clarifies one that already exists, and gives you the information needed to get the right support.

Signs that testing may be warranted:

• Your child puts in significant effort but makes little progress in reading or writing
• There is a noticeable gap between what your child can do verbally and what they produce in writing
• Your child has been receiving extra help at school for six months or more without meaningful improvement
• Teachers have expressed concern about your child's academic progress
• Your child is developing anxiety, avoidance, or low self-esteem around school tasks
• You have a family history of learning disabilities, as conditions like dyslexia have a genetic component

What testing involves:

A psychoeducational assessment is the standard evaluation for identifying learning disabilities in Alberta. It measures cognitive ability, academic achievement, and information processing skills. The result is a detailed report that includes a diagnosis (if applicable) and specific recommendations for school accommodations and intervention.

At Ruby Therapy, psychoeducational assessments are conducted by registered psychologists. The assessment can be paired with a literacy support program to ensure intervention is guided by a thorough understanding of your child's learning profile. For current assessment fees, contact Ruby Therapy or call (587) 410-9791.

Writing and reading are deeply interconnected skills, and difficulty in one area often signals challenges in the other. Many children who struggle with reading also have difficulty with written expression, because both depend on the same underlying language and phonological processing skills.

How reading and writing difficulties overlap:

• Spelling. To spell a word correctly, a child needs the same phonological awareness and letter-sound knowledge required for decoding. Children with dyslexia or other reading difficulties often have persistent spelling challenges because the underlying phonological processing weakness affects both reading and writing.
• Written expression. Organizing ideas, constructing sentences, and producing coherent paragraphs requires language skills that are closely related to reading comprehension. A child who struggles to understand complex sentences in text will often struggle to produce them in writing.
• Handwriting. While handwriting is a motor skill rather than a language skill, difficulty with the physical act of writing can slow down the writing process so much that a child loses track of their ideas. This creates an additional barrier to written expression.

When to seek support:

If your child's writing is significantly below expectations -- poor spelling, incomplete sentences, disorganized ideas, or an inability to put verbal thoughts into written form -- a literacy assessment can identify whether the difficulty stems from phonological processing, language comprehension, or another factor.

When handwriting is the primary barrier, occupational therapy can address fine motor skills, pencil grasp, and letter formation. Often the most effective approach combines literacy support for the language-based skills and OT for the motor-based skills.

Technology can be a valuable support tool for children and teens with reading difficulties, though it works best when used alongside targeted instruction rather than as a replacement for it. The right tools help students access grade-level content while they build the foundational skills they need.

Helpful technology tools for reading difficulties:

• Text-to-speech software. Programs that read digital text aloud allow students to access textbooks, articles, and assignments even when their reading level is below grade expectations. This prevents them from falling behind in content knowledge while they work on reading skills.
• Audiobooks. Listening to books builds vocabulary, comprehension, and background knowledge. Following along in the print version while listening can also support fluency development.
• Speech-to-text tools. For children who can express ideas verbally but struggle with writing, dictation software allows them to produce written work that reflects their actual knowledge and thinking.
• Reading apps with adjustable settings. Many digital reading platforms allow font size, spacing, and background colour to be adjusted, which can improve reading comfort for students with visual processing differences.
• Word prediction software. Tools that suggest words as a student types can support spelling and reduce the cognitive load of writing.

Important considerations:

Technology accommodations are most effective when paired with structured literacy intervention that addresses the underlying skill gaps. A student who only uses audiobooks without also building decoding skills will remain dependent on the technology.

A literacy support program can recommend specific tools that complement your child's intervention plan. If attention or sensory challenges affect how your child uses technology for learning, occupational therapy can provide strategies for productive screen use.

Jordan's Principle is a federal funding program that ensures First Nations children in Canada can access the health, social, and educational services they need without delays caused by jurisdictional disputes between federal and provincial governments. It covers a wide range of supports, including therapy services.

How Jordan's Principle applies to literacy support:

• First Nations children (status or non-status, living on or off reserve) may be eligible for funding that covers speech-language pathology services, including literacy assessment and intervention.
• Applications are made through the child's Band or through a Jordan's Principle service coordinator. Families can request support for services that are not covered or not adequately covered by provincial programs.
• Jordan's Principle can fund assessments, therapy sessions, and sometimes related supports such as travel to appointments.

What you need to apply:

• Documentation of your child's needs, which may include a referral from a teacher, doctor, or therapist
• A report from a literacy assessment or psychoeducational assessment can strengthen the application by providing detailed information about the specific services required

To discuss whether Jordan's Principle may help cover your child's literacy support, contact Ruby Therapy at (587) 410-9791. The team can provide the documentation and clinical information needed for an application.

The recommended frequency of literacy support sessions depends on the severity of your child's reading difficulty, their age, and how quickly you want to see progress. Your child's speech-language pathologist will recommend a schedule based on the assessment results.

General guidelines:

• Once per week is the most common frequency and works well for children with mild to moderate gaps who are also receiving some support at school. Weekly sessions allow time for practice between appointments.
• Twice per week is recommended for children with significant gaps or a diagnosed learning disability such as dyslexia. More frequent sessions allow skills to be reinforced before they are forgotten and tend to produce faster progress.
• Intensive blocks (three or more sessions per week for a limited period) may be recommended during school breaks or when a child needs to build foundational skills quickly before returning to the classroom.

Factors that influence frequency:

• Severity of the gap. A child reading two or more years below grade level will generally benefit from more frequent sessions than one who is slightly behind.
• Age. Younger children who are identified early may progress quickly with weekly sessions. Older children and teens with long-standing gaps often benefit from a more intensive schedule.
• Practice at home. Children who practise skills between sessions tend to need fewer total sessions because learning is reinforced consistently.
• Budget and insurance. Practical factors like insurance coverage limits and family schedules also play a role. Your clinician at Ruby Therapy can help you find a frequency that balances progress with your family's resources.

To discuss the right session frequency for your child, contact Ruby Therapy at (587) 410-9791.

Choosing the right provider for your child's literacy support makes a significant difference in outcomes. Not all reading programs are created equal, and the qualifications of the person delivering instruction matter as much as the program itself.

Key factors to consider:

• Professional qualifications. Look for a provider whose clinicians have graduate-level training in language and literacy. Registered speech-language pathologists are specifically trained in the connection between spoken language and reading, which is where most reading difficulties originate.
• Evidence-based approach. Ask whether the provider uses structured literacy methods grounded in the science of reading. Programs that rely primarily on repetition, memorization, or context-based guessing are not supported by current research for children with reading difficulties.
• Individualized assessment. Effective literacy support starts with a thorough assessment of your child's specific strengths and areas of need. Avoid programs that use a one-size-fits-all approach without first evaluating where the reading process is breaking down.
• Progress monitoring. A good provider tracks your child's progress regularly and adjusts the intervention plan based on how they are responding. Ask how and when progress is measured.
• Insurance coverage. Services delivered by a registered SLP are typically covered by private insurance plans in Alberta. This can make a significant difference in affordability.

At Ruby Therapy, literacy support is delivered by registered speech-language pathologists who use structured literacy methods. Each student receives an individualized assessment, a tailored intervention plan, and regular progress monitoring. The clinic is located at 7 St Anne Street #104, St. Albert, and serves families throughout the Edmonton area. Call (587) 410-9791 to learn more.

Yes. Spelling and reading are two sides of the same coin -- they both depend on the same underlying knowledge of how sounds and letters work together. A child who struggles with reading often struggles with spelling as well, because the phonological processing skills needed for both are the same.

How literacy support addresses spelling:

• Sound-to-letter mapping. Structured literacy instruction teaches children how to connect the sounds they hear in words to the letters or letter combinations that represent them. This skill, called encoding, is the basis of accurate spelling.
• Spelling pattern recognition. English has consistent patterns and rules that govern how words are spelled. Structured literacy teaches these patterns explicitly and systematically, so children learn to spell by understanding rules rather than memorizing individual words.
• Morphology instruction. Understanding prefixes, suffixes, and root words helps older students spell complex words by breaking them into meaningful parts rather than trying to memorize entire words.
• Dictation practice. Many structured literacy sessions include dictation exercises where the student writes words, phrases, and sentences using the patterns they have learned. This reinforces the connection between reading and spelling.

Why traditional spelling instruction often does not work:

Weekly spelling lists that require memorization for a Friday test do not build the underlying phonological and orthographic knowledge that good spellers rely on. Many children can pass the test but cannot spell those same words a week later in their own writing.

A literacy support program that uses structured literacy methods builds lasting spelling skills by teaching the why behind spelling, not just the what. If handwriting difficulty is making spelling practice frustrating, occupational therapy can address the motor component alongside literacy intervention.

Supporting literacy development at home means matching your approach to where your child currently is in their reading journey. The strategies that work for a preschooler are different from those that work for a grade 5 student or a teenager.

For pre-readers (ages 0-4):

• Read aloud daily and talk about the pictures and story
• Sing songs, recite nursery rhymes, and play rhyming games
• Help your child recognize letters in their name and in the environment around them

For early readers (ages 5-7):

• Practise letter-sound relationships using decodable books that match your child's current skill level
• Read together, taking turns with sentences or pages
• Ask comprehension questions: "What happened first?" or "Why do you think the character did that?"

For developing readers (ages 8-12):

• Encourage independent reading on topics your child enjoys
• Discuss vocabulary from school texts and everyday reading
• Support writing by breaking assignments into smaller steps (plan, draft, revise)

For teen readers (ages 13-18):

• Provide access to a range of reading material, including graphic novels, magazines, and digital content
• Model reading as a regular part of daily life
• Discuss news, current events, and ideas to build analytical thinking

The National Center on Improving Literacy offers age-specific strategies for families supporting reading development at home.

If your child's literacy skills are not progressing at the expected pace despite consistent support, a literacy assessment can identify specific areas that need targeted instruction.

Families searching for literacy support in Edmonton or reading support in St. Albert have several options, including school-based programs, public literacy centres, and private speech-language pathology clinics. The right choice depends on your child's needs, timeline, and whether a formal assessment has already been completed.

Public options such as a centre for literacy in Edmonton typically offer group programs and may have waitlists or specific eligibility criteria. Private clinics provide individualized, one-on-one intervention that can begin as soon as an assessment is completed.

Ruby Therapy is located at 7 St Anne St #104, St. Albert, and serves families throughout St. Albert, Edmonton, Sherwood Park, and surrounding communities. Literacy support is delivered by registered speech-language pathologists using structured literacy methods -- the approach recommended by the International Dyslexia Association for children with reading difficulties. Sessions are available in-clinic, and no physician referral is required to begin.

To learn more about reading intervention in Edmonton or to schedule an assessment, contact Ruby Therapy or call (587) 410-9791.

Yes. Speech-language pathologists (SLPs) are among the most qualified professionals to provide literacy intervention because reading is fundamentally a language-based skill. SLP literacy support addresses the connection between spoken language and written language -- the same phonological processing, vocabulary, and comprehension skills a child uses to understand speech are the skills they need to learn to read.

A speech therapist for reading brings specific expertise in:

• Phonological awareness: Identifying and targeting weaknesses in how a child hears and manipulates sounds -- the foundation of decoding
• Language literacy connections: Understanding how oral language development affects reading comprehension and written expression
• Structured literacy instruction: Teaching reading explicitly and systematically using the approach recommended by the International Dyslexia Association
• Assessment: Evaluating reading, spelling, and phonological processing to build a targeted intervention plan

The American Speech-Language-Hearing Association confirms that SLPs play a critical and direct role in literacy development for children and adolescents. At Ruby Therapy, all literacy support is delivered by registered SLPs with specialized training in reading intervention. To book an assessment, call (587) 410-9791.

In Alberta, dyslexia testing is available through registered psychologists who conduct psychoeducational assessments. These assessments evaluate cognitive ability, academic achievement, and phonological processing to determine whether a child's reading difficulties are consistent with a dyslexia profile. The resulting report provides a formal diagnosis and specific recommendations for intervention and school accommodations.

Families looking for dyslexia testing near them in Edmonton or St. Albert can access both assessment pathways at Ruby Therapy:

• Psychoeducational assessment -- conducted by a registered psychologist, this provides the formal diagnosis accepted for school accommodations, FSCD funding, and post-secondary disability services
• Literacy assessment -- conducted by a registered speech-language pathologist, this evaluates reading, spelling, and phonological processing skills and guides the intervention plan

Many families begin with a literacy assessment and pursue a full psychoeducational assessment if formal documentation is needed. Both options are available at Ruby Therapy's clinic at 7 St Anne St #104, St. Albert, serving families across the Edmonton area. No physician referral is required. For dyslexia help in Edmonton, call (587) 410-9791 or submit a referral online.

Language and literacy development are deeply interconnected. Language literacy -- the ability to understand, use, and apply both spoken and written language -- develops along a continuum that begins in infancy and continues through adolescence. Children first learn to understand and produce spoken language, and those same skills form the foundation for learning to read and write.

How language supports literacy:

• Phonological awareness -- the ability to hear and manipulate sounds in spoken words -- depends on strong speech and language development, and is one of the strongest predictors of reading success
• Vocabulary -- children need to know a word in spoken language before they can fully understand it in print; larger oral vocabularies support stronger reading comprehension
• Grammar and sentence structure -- understanding how sentences work in spoken language helps children make sense of written sentences
• Narrative skills -- the ability to tell and follow stories orally prepares children for understanding narrative text

The American Speech-Language-Hearing Association identifies the connection between language and literacy as a core area of speech-language pathology practice. Children with early speech or language delays are at significantly higher risk for reading difficulties, making early monitoring and intervention especially important.

At Ruby Therapy, speech-language pathologists assess both spoken language and literacy skills, providing a complete picture of how language development is supporting or hindering reading progress. Families in Edmonton and St. Albert can call (587) 410-9791 to schedule an evaluation.