Do you want your child to read well?
READING ASSESSMENTS FOR READING SUCCESS
Dr. Monica Oganes
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What places your child at risk for reading problems?
Kindergarten & 1st Grade Challenges:
- not remembering how to spell familiar words
- not able to break words into syllables
- not recalling names of letters
- not recalling sounds of letters
- not decoding words
- not changing sounds in words or syllables
- not spelling words phonetically
2nd to 12th Grade Challenges:
- reading slowly with great effort
- making mistakes reading words
- confusing words that sound alike
- avoiding reading out loud
- guessing at unfamiliar words
- spelling words incorrectly
- difficulty understanding what is read
- reading frustration
Good reading starts with appropriately matched instruction
Learning to read is difficult and it does not happen naturally.
- Learning to read requires explicit and systematic instruction, which is especially important for struggling readers.
- Learning to read involves many different skills that need to be taught to your child. Instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension will help your child learn to read.
- Whether your child has learning challenges or instructional gaps, the first step is to identify the foundational reading skills your child has not mastered and to provide direct, explicit, systematic instruction to help your child become a successful reader.
Introducing...
Reading Assessments for Reading Success
Dr. Monica Oganes
Find your child's reading skill deficits to develop the interventions needed for reading success.
Miami (305) 800-9399
Orlando (407) 809-5680
SCHEDULE NOW
Dr. Monica Oganes will assess...
ORAL LANGUAGE PROFICIENCY
Students with good oral language skills have an easier time learning how to read.
Children who exhibit challenges with listening and speaking tend to have difficulty learning to read and write.
Our assessments identify areas that need intervention to improve your child's oral language proficiency.
LANGUAGE ACQUISITION
English learners acquire language at different rates, depending on the quality of instruction and exposure to the second language.
We will find whether your child is acquiring English at the expected rate and identify interventions that will help your child attain cognitive academic language proficiency.
READING AREAS
Good reading requires:
Phonemic awareness--ability to identify and play with individual sounds.
Phonics--understanding how letters and groups of letters link to sounds to form letter-sound relationships and spelling patterns.
Vocabulary--knowing the meaning of words and how to use them correctly.
Fluency--ability to read words, phrases, sentences, and stories correctly with enough speed and expression.
Comprehension--ability to understand what you are reading.
Our assessments get to the root of the problem so we can develop interventions for targeted, explicit instructional support.
DYSLEXIA RISK
Although our Reading Assessments are not meant to diagnose disabilities, we will use a multi-level approach to identify the different risk factors that may make your child vulnerable to developing dyslexia.
We can identify whether monitoring your child's response to instruction would be sufficient so you can share your concerns with your child's teacher.
We can review your child's records and background history to discern whether there is a need for a thorough diagnostic evaluation for dyslexia.
Diagnostic evaluations are comprehensive and additional time would be needed to test cognitive skills and other areas as needed.
Help your child succeed
Children need to read well in order to succeed in life. Foundational skills are taught in early elementary school. When they become fluent readers, children use their skills to read more complex text. Good readers can learn content taught in higher grades more easily.
It is important to assess your child's progress and identify any reading skill deficits that interfere with fluent reading and good comprehension.
Most children read well with regular instruction. Unfortunately, reading challenges may occur when instruction is not appropriately matched to the needs of each child.
When children do not attain foundational reading skills, reading can become difficult. Problems get worse as new reading skills are introduced.
Our reading assessments can get to the root of the problem and identify reading deficits so teachers can implement interventions that will close reading gaps.
Our reading assessments are not meant to identify reading disabilities such as dyslexia, although we can identify risks.
Our reading assessments identify instructional needs for direct, systematic, explicit instruction to help your child read better and succeed!
Testimonials
Identifying my daughter's reading weaknesses through a reading assessment was important in making sure that she was getting the instruction she needed. She has advanced so much at school since we provided a report with her needs and I am grateful to Dr. Oganes for her guidance.
~Magda R.
My son is learning English and learning to read. I hired a tutor but he was still struggling. With Dr. Oganes' reading assessment, we were able to identify the specific areas that the tutor needed to help our son with. We saw a big difference once he started getting the specific instruction he needed. Thank you!
~Alfredo D.
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About Dr. Monica Oganes
With degrees in school psychology and clinical neuropsychology, and experience working in the schools, hospitals, and private practice settings, Dr. Oganes is uniquely qualified to assess school children in English and Spanish.
Dr. Oganes provides international presentations on assessment and instruction of multilingual learners to educators and clinicians. With a group of colleagues, Dr. Oganes leads one of the largest groups of school psychologists interested in working with multilingual learners.
Dr. Oganes has authored book chapters related to school neuropsychology, immigration, autism spectrum, and other topics. She frequently appears on international TV and radio programs to talk about children's mental health.
