About Literacy For Life

Literacy for Life was created to provide Dyslexic students and other struggling readers the evidence-informed instruction needed for word reading and spelling success. The core program employs a structured literacy approach consistent with the science of reading and the recommendations of the International Dyslexia Association and the Ontario Human Rights Commission (in their recent Right to Read report). 

This program includes document review (e.g., assessments, IEP), a diagnostic placement test, and routine progress monitoring to get the pace and content right for each student.

Reading challenges often come with difficult emotions. Therefore, we incorporate psychoeducation about reading, stress, and the brain as well as strategies such as mindfulness, as needed.

The Literacy for Life program program is offered both in-person (Bowmanville) or virtually through a safe, confidential and secure platform. 

Program Focus

While comprehension is the ultimate goal, the focus of this program is on decoding and spelling.

Skills taught include: phonemic awareness, phonics, decoding skills, spelling strategies, and approaches to irregular words. Instruction is individualized, direct, explicit, and systematic scaffolding is provided through an ‘I do, we do, you do’ approach. Students are given repeated practice applying their skills to reading individual words, phrases, sentences, and passages (first for accuracy and then for fluency). 

Students are engaged through various structured and interactive activities (e.g., videos, manipulatives, “detective work,” games) that are taught at their own pace with the incorporation of their specific interests, encouragement, and routine feedback on their progress. 

Grown-ups are encouraged to participate in each session so they can most effectively support their student at home.

Throughout our program, students will not only learn how to read, but how to enjoy the learning process!

What to Expect

Prior to the initial session, the student's previous Psychological (or Speech and Language) Assessment will be reviewed to understand their specific learning profile and tailor the program to their unique learning needs.

During the initial session, a Placement Test will be administered to place the student at a level of appropriate challenge, targeting the earliest foundational skills they have not yet consolidated.

Student progress will be regularly monitored to ensure the pace is appropriate for the student and that they have time to become both accurate and fluent in skills before progressing to more challenging concepts.

Our program also includes psychoeducation about the process of learning to read (to support self-advocacy and family advocacy), as well as instruction around emotion regulation (to provide a basic understanding of the link between brain, body, and behaviour). Other strategies such as mindfulness are provided to support students in overcoming frustration and persisting through challenging tasks.

Time Commitment

Research shows that intensive reading programs are most effective when they are delivered frequently and consistently. Our reading remediation program strongly recommends one hour sessions, twice per week with a psychological associate or a trained interventionist under supervision.

For the virtual program, the attendance of a ‘helping adult’ is required for the initial appointment to assist with any technical glitches. Ongoing support from an adult is recommended (but not required), so that they can benefit from the psychoeducation and have the knowledge necessary to support the student with practice between sessions. It is ideal if the same one or two helping adults attend routinely.

Depending on the severity of the learning needs, a student may require support for several months or several years. Some will need support throughout their entire academic career. The student’s learning needs will determine the frequency and duration of sessions. Typically, parents can expect that their child will receive sessions for one hour, twice per week. Additionally, students will be provided with approximately 2-3 hours of optional, adult-facilitated practice at home each week.

Virtual Program Requirements

To participate fully in the session, students will require:

• a laptop or chromebook with an up-to-date internet browser
• a mouse they are comfortable using 
• a microphone 
• a webcam
• a stable internet connection 
• a well-lit, quiet, and uninterrupted space to work

All other necessary materials are provided and can be picked up at A Well Mind or mailed (for a fee). The interventionist may give recommendations for additional materials (e.g., decodable text that aligns with your student’s reading level and interests) to purchase for practice, but these are not required and only supplementary.  

Program Costs

Literacy for Life is a psychological service that is overseen by a registered member of the College of Psychologists of Ontario. As such, this program may be eligible for reimbursement by private insurance/group benefit plans.

A retainer fee of $400 is required to enrol in the Literacy for Life program and receive program materials. This fee is taken as a deposit and will be applied to the cost of the first two sessions (Placement Assessment + Initial Intervention Session).

The Placement Test is completed by a Psychologist or Psychological Associate during the initial session (one hour) to identify the appropriate starting point in terms of knowledge and skills, pace, and approach for the student. The fee for the Placement Assessment is based on the recommended fee guidelines published by the Ontario Psychological Association (OPA) which is currently $225 per hour.

Afterwards, hourly intervention sessions are billed at a rate of $175 per hour, which is below the recommended OPA rate. If you have private insurance, you are encouraged to inquire about the specifics of your plan, and how much coverage you have for a Registered Psychologist/Registered Psychological Associate, as you may be eligible for reimbursement. We are also happy to provide you with an estimate/sample receipt to submit to your provider, should you be unsure as to some of your policy details.

If parents are actively involved in the sessions (e.g., participating during virtual or in-person appointments), they too can be cited on the receipt for billing and insurance purposes.

Please note, the Ontario Health Insurance Plan (OHIP) does not pay for psychologists’ private services. Any out of pocket expenses for Psychological Services can often be claimed on your taxes as a health expense.