FAQs
Frequently Asked Questions
What is dyslexia?
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Dyslexia is genetic* and is NOT due to either lack of intelligence or desire to learn.
- International Dyslexia Association (IDA)
* "40–60% of children who have an older sibling or parent with dyslexia will develop problems with reading themselves".
I suspect that my child may have dyslexia. How can I know for certain?
Compare the symptoms described here to what you have observed with your child. Then, to confirm or rule out a dyslexia diagnosis, you will need to have your child evaluated by a clinical or school psychologist. If you would prefer to have your child evaluated outside of the local school district, we can provide you with appropriate contacts. Be aware, however, that schools are under no obligation to honor outside reports and will likely require their own evaluation in order to determine if your child qualifies for special educations services or a 504 Plan.
At RWC, we offer dyslexia screenings and in-depth evaluations that give insight into a student’s specific challenges and serve to determine if further diagnostic evaluation is warranted. It is important to remember that an evaluation is most useful when it is followed up with an effective and appropriate plan of action.
What is universal screening? What does the law in California say about it?
Universal screening is the process by which students who may be at risk for reading difficulties are identified. The process involves evaluating various aspects of a student’s skills and abilities with regards to language and language processing. Screening typically takes place each year from kindergarten to 2nd grade. The purpose is to flag and remediate any literacy learning challenges a student may have as early as possible in order to ensure their success in school.
In July of 2023, Governor Newsom signed a law into the education code that will require universal screening for dyslexia for every K-2nd grade student in California public schools beginning in the fall of 2025.
Can dyslexia be cured?
While dyslexia cannot be cured it can be mitigated with the right, evidence-based instructional treatment. The earlier dyslexia is identified and addressed, the greater the likelihood that those with dyslexia can go on to lead productive and successful lives.
How common is dyslexia?
According to the Yale Center for Dyslexia and Creativity, 1 out of every 5 students and about 20% of the general population has dyslexia. To bring this statistic into clearer focus, consider that the local school district for the city in which RWC operates serves over 53,000 students according to its website. A simple calculation indicates that if every student were evaluated for reading and writing difficulty, at least 10,600 students would likely be identified as dyslexic. Allow that number to sink in for a moment. That’s 10,600 students whose life trajectory is largely determined by whether or not they are identified and receive the proper instructional and socio-emotional support.
If my child is dyslexic, her school will ensure that she gets the help she needs, right?
That depends on the school. Unfortunately, when it comes to addressing the needs of dyslexic learners, California schools are significantly behind the curve in comparison to other states. With the passing of recent legislation, long overdue and positive changes are slowly beginning to take place. However, significant and widespread impact will likely not be evident for at least the next 5-7 years; perhaps longer. The important thing to remember is that early identification and intervention is key. Once a dyslexic child reaches the third grade unidentified, her challenges will be much more difficult (though not impossible) to remediate. Furthermore, if she hasn’t given up altogether, she will most certainly struggle through the rest of her school years.
Presently, there are and have been far too many children (boys and girls alike) with dyslexia being passed through California schools undiagnosed. Given the critical role that literacy plays in life and academic success as well as in the mental and emotional well-being of children with dyslexia, any degree of continuing negligence is shamefully unjust and unacceptable! This is especially true for those struggling readers from demographic populations that have been historically and disproportionately underserved.
Whether your dyslexic or struggling reader attends a public or private school, we strongly recommend that you ask about what kind of extra support is being provided for him/her and how often. If the school does not have the resources to offer evidence-based instruction or intervention (“Structured Literacy”) that is grounded in the Science of Reading, your child is not getting what she needs. Sending your struggling reader to a private school does not necessarily mean that she will fare better when it comes to literacy learning. It is important to note that many private schools do not offer special education provisions, and no California private school is currently obligated to comply with the new state legislation regarding dyslexia.
How are the costs of services at the ReadWrite Clinic determined?
RWC rates are based on market research regarding similar services as well as on the costs of living and doing business in the state of California. Another important consideration is access. It has been said that dyslexia is a disability of privilege. That is to say, supplemental intervention services outside of school are feasible mainly for those who have the means to afford them. However, we believe that literacy is a civil right and that no child should be denied the possibilities and opportunities that come with being literate. Integral to our mission, then, is the continual pursuit of balance between the need to be reasonably profitable and our desire to be socially just and compassionate in service to our community.
Finally, with regards to the employee compensation portion of our overhead costs, it is important to keep in mind that for every hour spent in session with a student, an interventionist has spent at least another hour in preparation for that session. To ensure that we employ and retain top-notched interventionists, we strive to provide compensation that speaks to the value of their training, experience, expertise, and time.
What if the rates for services at RWC are too expensive for me?
We currently provide income-based and multiple-child discounts as we work to find other ways to supplement the cost of service for those families demonstrating more significant financial need.
If your child is enrolled in a charter school program, you may be able to request RWC as a vendor in order to receive services at a reduced cost.
Can I register and pay for a service on an hourly basis rather than enrolling my child for an entire term?
RWC provides intervention services exclusively by the term. We aim for meaningful and observable progress toward reading and writing proficiency at the pace that is appropriate for each student. This goal necessitates a serious commitment to the learning process; one that requires time, intensity, and consistency. Ultimately, it is assessment and progress monitoring data that will drive instructional decisions and determine the duration of treatment for each student. For some, it may take several terms of intervention to reach grade level proficiency. Other students may take fewer terms. Either way, we cannot, in good conscience, offer inconsistent hourly services knowing what we do about the science of what does and does not work for dyslexic and other struggling readers.
What are the benefits of small group vs. one-on-one intervention sessions?
Small group intervention sessions are less expensive and can provide more motivation and positive peer pressure for each student enrolled which can, in turn, result in more progress. Since small group sessions are limited to four students with similar skill levels, there is ample time and opportunity for each student to benefit from targeted instructional support.
On the other hand, one-on-one sessions allow an interventionist to focus entirely on the needs of the one student. That student can truly progress at his/her own pace with less angst or frustration about keeping up or falling behind peers in a small group session.
One-on-one sessions provide greater instructional intensity and are prescriptive for students who are either on the more severe end of the dyslexia spectrum and/or are more significantly behind on grade level benchmarks.
What if RWC’s enrollment is at capacity?
We encourage interested clients to download a copy of the service calendar from the RWC website and make note of the three annual enrollment periods. Next, contact us any time during normal business hours to add your name to our waitlist. If/When a space becomes available before or during an enrollment period, we will contact you in accordance with your position on the waitlist.
I missed the enrollment deadline. Can I still sign my child up for a service?
Yes. Spaces are limited for each of our services. However, if there is space available we will extend enrollment for up to 3 weeks into a service term. The Summer Bridge program is the only exception; you must enroll for this program by the deadline to increase your chances of securing a spot. Also, keep in mind that those on the waitlist will receive priority once sessions are at or near capacity.
Does RWC offer intervention services for more that 3 sessions/week?
Yes. We offer 2, 3, and 4 intervention sessions/week. Typically, the more frequently a student benefits from intervention alongside the fewest number of other students within the intervention group, the greater the progress over a shorter amount of time.
If you are interested in the 4 sessions/week option, please call for special rate information.
Are RWC services exclusively for students with specific learning disabilities?
While priority is given to students with (or those suspected to have) dyslexia, our instructional model is also very effective for general education students and those with mild to moderate ADHD. We do require copies of IEP and/or 504 plans to assist in determining a prescriptive course of instruction for those students who have such documentation.
It is important to note that, apart from dyslexia and ADHD, the ReadWrite Clinic is neither qualified nor staffed to accommodate students with other/severe learning disabilities, behavioral or developmental challenges.
Are RWC educators credentialed teachers?
At minimum, all lead instructors must have a bachelor’s degree, at least 3 years of public or private school teaching experience, and Structured Literacy (Orton-Gillingham) training through a University or private program approved by the International Dyslexia Association and the Center for Effective Reading Instruction.
During the hiring process for lead instructors, preferential consideration is given to those applicants who possess:
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Dyslexia Interventionist or Specialist Certification and/or
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An advanced degree in education with a literacy concentration and/or
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A California preliminary/clear teaching credential
Are RWC services offered online or in-person?
Both. We are excited and looking forward to a more permanent and centralized businesss locaton that will allow us to increase our capacity to better serve more students for the 2025-26 school year. In the meantime , we meet with students online and/or in-person at our current learning center in the Temescal Valley and at the local public library in the city of Corona.
Click here for more on California's journey to universal screening.