Dyslexia Remediation, Educational Evaluations, Tutoring, and Therapy Services
HERE 4 Kids, is a 501(c)(3) organization dedicated to providing a variety of therapeutic and educational programs for children with a variety of learning differences in order to promote success academically, socially, and in the community.
HERE 4 kids focuses on using a multi sensory approach to education utilizing a variety of research based proven methods.
We are an Institute dedicated to helping children with dyslexia and other language based learning differences. We do this through intensive dyslexia intervention and therapy.
What is Dyslexia?
A specific learning disability that is neurological in origin result from a deficit in the phonological component of language that is characterized by difficulties with accurate and fluent word recognition, poor spelling and decoding ability. Secondary problems in reading comprehension and reduced reading experience which can impede growth of vocabulary and background knowledge. Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD)
Warning Signs of Dyslexia
Difficulty learning to talk and incorrectly pronouncing words
Difficulty following directions and sequencing
Difficulty retrieving names of things like letters of the alphabet
Difficulty with time management and organization
Preschool through 1st grade
History of a speech and language impairment (remediated or persistent)
Trouble learning common nursery rhymes
Difficulty learning & remembering names of the letters in the alphabet (Alphabet song)
Seems to be unable to recognize letters in his/her own name
Mispronounces familiar words; persistent “baby talk”
Doesn’t recognize rhyming patterns
Reading errors that show no connection to the sounds of the letters on the page
Will read “puppy” instead of “dog” because in the illustration there is a dog.
Does not associate letters with sounds
2nd grade & Beyond
Slow in acquiring reading skills. Reading is slow and awkward.
Doesn’t have a strategy for reading new words.
Trouble reading unfamiliar words, often making wild guesses
Avoids reading out loud
Needs extra time to respond to questions
Searches for a specific word and ends up using vague language such “stuff” or “thing”
Pauses, hesitates, and/or uses lots of “umms” when speaking
Confuses words that sound alike “tornado” for “volcano”, “lotion” for “ocean”
Mispronunciation of long, unfamiliar, or complicated words