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High Road Academy’s Treatment Model for Specific Reading Disabilities

Research on reading disabilities conducted within the last 2 decades provides evidence in support of new approaches to the diagnoses of reading disabilities in children and adults. Specifically, recently acquired information about a specific set of linguistic-cognitive markers for reading disabilities has had a profound influence on the content of our program at High Road Academy. These specific areas include phonological awareness, rapid automatic naming, verbal short-term memory, and rapid auditory processing. Efforts to assess and instruct students in each of these areas is an integral part of the High Road Academy program.

 

Continuum of Remediation to Strategy / Content-Mediated Instruction

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HIGH ROAD ACADEMY
Phone: (301) 483-8605 | Fax: (301) 483-3182 | Email: cooperhra@yahoo.com