Evidence-Based Intervention

The Roots Center serves students with diagnosed language-based learning disabilities (dyslexia, dysgraphia, and dyscalculia) through structured, evidence-based interventions. 

Every child is different. After a baseline assessment, we create a profile of their individualized needs and goals, as well as how their particular strengths can be leveraged to support their learning progress. 

Their profile guides our selection of the best methods of intervention, data collection, and the appropriate timeline for their learning goals. 

Reading Intervention

We follow the guidelines of the International Dyslexia Association for effective teaching of reading, using the Orton-Gillingham approach. 

• Systematic and cumulative: Lessons are mastery-based, starting from the most simple phonics concepts and building sequentially to more complex ideas as students demonstrate automaticity.
• Direct and explicit instruction: The rules and patterns of language are deliberately taught and practiced.
• Diagnostic: The pacing of lessons is in direct response to the careful and continuous assessment of the student’s mastery of the content. 

Writing Intervention

Letter and number formation and automaticity is often the first step for supporting students with dysgraphia, as well as building typing and technology skills. The Orton-Gillingham approach is also appropriate for building spelling and sentence composition skills. Direct instruction in skills and strategies for each phase of the writing process (brainstorming, planning, drafting, revising, editing) is important as students build stamina for longer writing projects.

Math Intervention

Dyscalculia is best addressed through direct instruction and use of physical and visual models and manipulatives to build number sense and mathematical thinking. It is important to provide reliable and concrete problem-solving strategies that students can master and apply with consistency.

Executive Function Intervention

Executive function includes a range of skills within the categories of flexible thinking, working memory, and self-control. Explicit instruction in planning and time management strategies, self-monitoring and mindfulness, and prioritizing and sequencing tasks is most effective.