Reading Is Language


Reading is Language is an innovative program, designed by Jane Shook, M.S., CCC-SLP, to train those challenged with reading decoding, reading comprehension, spelling and writing skills. The program is customized to account for each individual’s strengths and weaknesses in phonemic awareness, auditory discrimination, short term memory for sequencing and timing, auditory/visual integration skills, language organization, internal visualization of input, comprehension, and meta-linguistic cognitive skills. These are the basic building blocks of academic learning.

Reading is Language is an intensive multi-sensory processing program designed to use an individual’s strengths as a launching pad to motivate, train and solidify the areas of weakness. The program is based on specific skill sets so that students who have poor self esteem or lack of confidence can experience success and feel positive from the first session.

Reading is Language has been used by those challenged with Dyslexia, Dysgraphia, Auditory Processing Disorders, Sensory Processing Dysfunction, and other Reading deficits.

Reading is Language has been found to improve:

  • Listening and alertness for auditory input
  • Attention, focus, and concentration to auditory and visual academic tasks
  • Coordination and muscle tone needed for written language tasks
  • Ability to sequence, recall, and manipulate units of numbers and letter sounds
  • Reading decoding & accuracy
  • Reading fluency and comprehension
  • Math word problem comprehension and problem solving
  • Short term memory
  • Verbal expression
  • Body awareness and left/right discrimination
  • Phonemic awareness
  • Language and communication

This innovative program is both a clinical and home based program. We begin the program with once or twice a week clinical sessions, teaching the child the procedures and accompanying language with the parent present in the sessions. When the child has acquired a sufficient level of skill, they are given home assignments for the parent to implement to ensure successful carryover.

If your child has completed appropriate testing through their school to identify areas of weakness and strength, it will not be necessary to duplicate those tests. If no testing has been administered, it will be necessary to begin with an evaluation of underlying skills of phonemic awareness precursory to reading as well as assessment for reading comprehension if appropriate to the age and skill of the child.