Thrive Teach Nurture Grow Inc.

Our Evidence-based program

Extensive research firmly suggests that students with moderate to severe dyslexia require specific reading interventions delivered intensively and daily for 8-10 weeks, with an extended follow-up period. It is also suggested that these interventions use a Structured Literacy approach.

Our Intensive Reading Support Program provides for only 3 students each term. Each student must meet criteria for moderate or severe dyslexia. The program runs 2 hours per day, 3 days per week, for 10 weeks, and as per research, it is followed by weekly individual MSL educational therapy, 1- 2 hrs per week, for at least one year.

Next term, our program will run on Mondays, Tuesdays, and Wednesdays (9:15 - 11:15 am).

Our specialist learning support teacher, Chloe Nebauer, is an AMADA (Associate Member of the Australian Dyslexia Association) and specialises in the education of children with dyslexia, dysgraphia and dyscalculia.

Chloe will provide schools with clear curriculum outcomes, our program scope and sequence, as well as progress reports and ongoing consultation.

Limted Places Available Each Term

Please contact us as soon as possible to discuss your child's enrolment.

Key research

Key research includes, but is not limited to:

Casserly, A.M. (2013), The socio-emotional needs of children with dyslexia in different educational settings in Ireland. Journal of Research in Special Educational Needs, 13: 79-91.

Legree, E., Conca, L., Response to Intervention by a Child With a Severe Reading Disability: A Case Study. Teaching Exceptional Children, Vol. 43, No. 1, pp.32-39

Partanen M, Siegel LS, Giaschi DE. (2019), Longitudinal outcomes of an individualized and intensive reading intervention for third grade students. Dyslexia. Aug;25(3):227-245. doi: 10.1002/dys.1616. Epub 2019 Apr 24.

Torgesen. J. Recent Discoveries on Remedial Interventions for Children with Dyslexia. The Science of Reading: A Handbook

Torgesen, J., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., Conway, T. Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches. Journal of Learning Disabilities

Vaughn, S., Denton, C., Fletcher, J. (2010). Why Intensive Interventions Are Necessary for Students with Severe Reading Difficulties. Psychology in the Schools, Vol. 47(5), 2010