Reading Intervention

Whether your child is in need immediate reading intervention or just extra academic support, TBT offers a wide variety of specialized options. Our academic coaching team is comprised of social workers, former school counselors, school administrators and early childhood, elementary, middle and high school teachers.  These diverse backgrounds provide a dynamic support model for our clients.  Using best practice methods and a strong team approach, our coaches and therapists work together to develop and implement plans to support you and your family. 

Favicon  TBT coaches/therapists are trained in the following 

reading approaches and interventions:


Orton-Gillingham is an instructional, multisensory approach intended primarily for use with individuals who have difficulty with reading, spelling, and writing of the sort associated with dyslexia.  Unlike other scripted reading programs, the Orton-Gillingham approach is a system that is individualized and allows for flexiblility driven by the needs of the client.


Lively Letters program is used throughout the US and globally as a supplement to the core reading curriculum in grades Pre-K – 2.  It is also used as a powerful intervention program, quickly closing gaps for all types of learners and struggling students of all ages.  The Lively Letters Program addresses the needs of students with various learning challenges, including the following:

  • Students with various reading disabilities, including dyslexia
  • Students with speech and language disorders
  • Students with memory weaknesses
  • Student learning English as a second language


The Sight Words You Can See program was designed with struggling students in mind. Sight words are the most frequently used words in print, making up 50-75% of the words on the page in most books, magazines, and newspapers.  Without learning to recognize these words quickly and automatically by sight, we would need to spend much more time and energy sounding out every word we came upon, making reading an exhausting and frustrating task!

Sight Words You Can See was published in 1996, and has since been used successfully to develop students’ sight word banks, improving oral reading fluency and allowing students to concentrate less on decoding words and more on reading comprehension vocabulary.  Having a more expansive sight word bank also makes reading easier and more enjoyable for students, making them more likely to continue developing all of their reading skills.
One of the extra benefits of learning sight words through the Sight Words You Can See program is the ease with which students learn to also spell these most frequently misspelled words!


The Seeing Stars® or Symbol Imagery for Phonemic Awareness, Sight Words, and Spelling Program (SI) successfully develops symbol imagery for reading and spelling.  Long overlooked in the field of reading research, symbol imagery is an important function that can now be assessed and developed.


SpellRead™ (formerly known as SpellRead Phonological Auditory Training®)  is a small-group reading intervention program designed for students who are more than 2 years behind grade level, students with learning differences, and English language learners.  The program focuses on phonological automaticity and reading fluency.  Each lesson combines intensive phonemic and phonetic instruction activities.  The program moves sequentially through three phases of instruction.  Combined with comprehension and writing practice, SpellRead provides a complete and effective reading program.


The International Dyslexia Association (IDA) and the National Institute of Child Health and Human Development (NICHD) adopted the following definition of dyslexia: Dyslexia 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.

Signs and Symptoms as defined by Orton Gillingham:

  • Difficulty in learning to read, write, spell and do arithmetic
  • Difficulty in following oral and written instructions
  • Cramped or illegible handwriting
  • Confusion in sequence of letters and symbols
  • Confusion about directions in space, time, right and left, up and down, north and south, yesterday and tomorrow
  • More than average test-taking anxiety