Hi, I’m rebecca

I started ‘The Dyslexic Clinic’ from a passion to see individuals with dyslexia, of all ages, reaching their full potential and excelling in studies and life!

I have a deep love of learning and aspire to pass that passion on to others, which is why I have been involved in educating children for over 20 years. My experience in Early Childhood Education and, for the last 10 years, Primary Education, has provided me with the joy of seeing students excited and eager about learning, and allowed me to help students progress to meet their educational goals.

I have extensive experience educating students with ADHD, ADD, ASD, and anxiety, and I adopt a flexible approach to cater to multiple learning styles and personalities.

The desire to retrain in dyslexic instruction evolved from my interest in wanting to understand how to better support students with dyslexia or those struggling with reading, spelling, or writing. My research revealed that interventions for dyslexia are extremely specific, must be evidence-based, and require intensive study in methods that support struggling individuals to achieve. As a result, I completed rigorous training and achieved certification in the Yoshimoto Orton-Gillingham approach.

I also have a personal interest in the etymology of words, which assists in understanding and applying strategies when reading and spelling complicated words.

Work with me

MY EXPERIENCE & QUALIFICATIONS

 
 
 
 
 
 

► Over 20 years experience educating children in pre-school and formal educational settings.

►Yoshimoto Orton-Gillingham Dyslexia Training encompassing a Multi-sensory Structured Learning (MSL) approach to learning.

The Yoshimoto Orton-Gillingham (O-G) approach, prepares educators to successfully provide systematic and multisensory instruction to all students, as well as targeted instruction to struggling readers and students with dyslexia.

Mastery in the fundamentals of reading instruction - phonological awareness, phonics, fluency, vocabulary, comprehension and the early foundations for writing - is achieved. Educators implementing the Yoshimoto Orton-Gillingham approach with fidelity are observing consistent and significant growth in spoken and written language for all their students.

Reference: Dyslexia Orton-Gillingham Institute, 2021, https://www.dogi.com.au/

 

Qualifications

  • Bachelor of Education in Primary Education

  • Dyslexia Orton-Gillingham Institute Certification

  • Yoshimoto Orton-Gillingham Advanced Morphology

  • Yoshimoto Orton-Gillingham Multisensory Maths Certification

  • MSL OG Preschool Certification

  • Diploma of Children's Services

  • Certificate III in Children's Services

  • Industry Professional member of Dyslexia SPELD Foundation

  • MSL Qualified Tutor

  • NESA Accredited Teacher (Proficient)

  • Working with Children's Check

FAQs

  • Dyslexia is a neurobiological language-based learning disability. Dyslexia refers to a cluster of symptoms that results in people having difficulties with specific language skills, particularly reading, spelling, writing, and pronouncing words. Dyslexia is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment.  

    Reference: International Dyslexia Association, Dyslexia Basics, 6th June 2017, p. 1

  • Anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Dyslexia is not due to a lack of intelligence or desire to learn, rather, a deficit in the phonological component of language.  With appropriate teaching methods, students with dyslexia can learn successfully.

    Reference: International Dyslexia Association, Dyslexia Basics, 6th June 2017, p. 1

  • In Australia, 1 in 10 individuals has a learning disability. Eight in 10 individuals with a learning disability, have dyslexia. Dyslexia is the most common cause of reading, writing, and spelling difficulties. Dyslexia occurs in people of all backgrounds and intellectual levels, and it runs in families.

    References:

    Dystech, The Economic Impact of Dyslexia: Education for a Stronger Society, September 10, 2020, https://dystech.com.au/education/the-economic-impact-of-dyslexia/

    Australian Dyslexia Association, Dyslexia in Australia, 2018, https://dyslexiaassociation.org.au/dyslexia-in-australia/

    International Dyslexia Association, Dyslexia Basics, June 6, 2017, p. 1

  • The impact that dyslexia has is different for each person and it greatly depends on the severity and the effectiveness of instruction or remediation. The core difficulty is with word recognition, reading fluency, spelling, and writing, however, when more complex language skills are required such as grammar, text-specific language, and writing essays, the most debilitating problems are evident. Dyslexia can also affect a person’s self-image with feelings of being less capable than they actually are. People with dyslexia are often gifted in areas such as art, computer science, design, drama, electronics, math, mechanics, music, and sports.

    Reference: International Dyslexia Association, Dyslexia Basics, June 6, 2017, p. 1, p.2

  • ►Difficulty in phonological awareness including segmenting, blending, and manipulating sounds in words.

    ►Difficulty mastering alphabetical principles and basic decoding skills (converting symbols to sounds).

    ►Slow, inaccurate, laboured reading (lacking accuracy and/or fluency) and limited reading comprehension.

    ►Difficulty acquiring age-appropriate sight words (visual coding).

    ►Difficulty learning to spell accurately

    ►Difficulty learning and retaining multi-syllabic vocabulary.

    ►Oral language skills are often stronger than written skills

    ►Weak memory for lists, directions, facts or correctly doing maths operations.

    ►Distracted by visual or auditory stimuli.

    It is important to note that not all individuals who have difficulties with these skills have dyslexia. Screening tests and formal educational assessments of reading, spelling, and writing can assist in identifying dyslexic tendencies and determining a dyslexia diagnosis.

    Reference: Australian Dyslexia Association, Could it be Dyslexia?, 2018, https://dyslexiaassociation.org.au/could-it-be-dyslexia/