The speech pathologists at READ Literacy Centre are qualified to provide comprehensive assessment and treatment of your child’s speech, language and literacy skills.
Assessment
We assess for spoken and written language difficulties. Our focus areas are:
|
When a child is struggling with reading, the first step is to look at each of the skills identified as crucial in becoming a competent reader. Areas of reading (or writing) weakness are then further examined to identify underlying causes. This is a vital step in ensuring the appropriate type of intervention is provided. In all cases, we design intervention based on the assessment profile rather than putting your child through a “one size fits all” program.
After the assessment, the results will be discussed with you along with the reported recommendations. We are happy to consult with teachers and other specialists working with your child. Further testing by other professionals (i.e. audiologist, paediatrician, psychologist or occupational therapist) may be recommended.
After the assessment, the results will be discussed with you along with the reported recommendations. We are happy to consult with teachers and other specialists working with your child. Further testing by other professionals (i.e. audiologist, paediatrician, psychologist or occupational therapist) may be recommended.
Intervention
Intervention may be provided in our spacious and inviting clinic in Taringa, or in some cases, via telehealth. Our intervention is:
|

Assistive Technology
Assistive technology (AT) has the potential to give students with literacy and language difficulties the support they require to access information and express their ideas. AT options can range from:
At READ, we acknowledge the role of assistive technology (AT) in allowing students with recognised learning difficulties to participate and succeed in education. Per the Disability Discrimination Act (DDA – 1992) and the Disability Standards for Education (DSE – 2005) we advocate for assistive technology supports for clients who require additional support to achieve equitable access to the curriculum.
Assistive technology (AT) has the potential to give students with literacy and language difficulties the support they require to access information and express their ideas. AT options can range from:
- eBook and Audiobook access
- speech-to-text and text-to-speech programs across devices
- predictive text and grammar checking software
- stand-alone devices, such as those seen in the smartpen market
At READ, we acknowledge the role of assistive technology (AT) in allowing students with recognised learning difficulties to participate and succeed in education. Per the Disability Discrimination Act (DDA – 1992) and the Disability Standards for Education (DSE – 2005) we advocate for assistive technology supports for clients who require additional support to achieve equitable access to the curriculum.