Frequently Asked Questions

O-G Reading Clinic operates in line with NSW school terms because literacy intervention relies on consistency, routine, and cumulative learning.

Reading and spelling skills develop over time through explicit instruction, guided practice, review, and repetition. 

Regular attendance allows students to build on previously taught concepts and achieve meaningful progress.

Booking by school term also allows us to reserve a dedicated lesson time for your child and provide continuity of instruction throughout the intervention process.

Yes.Once you have accepted a lesson day and time, that appointment is reserved exclusively for your child for the duration of the term.This ensures consistency for both students and clinicians and allows lessons to be planned and delivered effectively.Families wishing to continue intervention into the following term are generally given priority to retain their existing lesson time.

No.

As intervention appointments are reserved specifically for individual students, we are unable to accommodate week-to-week scheduling changes or swap lesson times between families.

Consistent attendance at the same day and time each week supports routine, engagement, and learning outcomes.

If a permanent change of appointment is required, we will do our best to assist when suitable availability becomes available.

If your child is unable to attend a scheduled session, please contact your child's clinician as soon as possible.As outlined in our Terms and Conditions, booked sessions remain payable.Where possible, we will attempt to arrange a make-up session at a mutually agreeable time. Make-up sessions are dependent on clinician availability and cannot be guaranteed.In some circumstances, a make-up session may be delivered by another clinician.

If your child is unwell, we ask that you notify your clinician directly as soon as possible.

To maintain a healthy learning environment for all students and staff, children who are unwell should not attend sessions in person.

Where appropriate and practical, an online lesson may be offered as an alternative to an in-person session.

Please refer to our Terms and Conditions for full details regarding attendance, missed sessions, and make-up lessons.

Yes.

O-G Reading Clinic offers holiday intervention programs and reading boot camps during selected school holiday periods.

Holiday sessions provide an opportunity for students to maintain momentum, consolidate learning, catch up on missed concepts, or increase the intensity of intervention.

Participation in holiday programs is optional and subject to availability.

Information regarding holiday programs is released prior to each school holiday period.

Yes.

Many students attend twice per week, particularly when they require intensive support or accelerated intervention.

Additional sessions may help students consolidate concepts more quickly and provide increased opportunities for guided practice.

Recommendations regarding lesson frequency are made on an individual basis and depend on each student's needs and goals.

We understand that family circumstances and student needs can change over time.

Families who wish to discontinue intervention should notify the clinic as early as possible. 

As bookings are made on a term basis, any notice requirements and financial obligations will be governed by the clinic's Terms and Conditions.I

f intervention is concluding because goals have been achieved, we will discuss appropriate next steps and recommendations to support ongoing literacy development.

Yes.For families who are unable to attend one of our clinic locations, O-G Reading Clinic may be able to provide intervention sessions within the school environment.School-based intervention allows students to access specialist literacy support during the school day while remaining in a familiar learning setting.Availability depends on clinician schedules, school approval, location, and student needs.Please contact us to discuss your circumstances and obtain an individualised quote.

With parent consent, we are happy to communicate with classroom teachers, learning support teams, and other professionals involved in a student's education.Collaboration between home, school, and intervention providers often leads to stronger outcomes for students.Communication may include sharing recommendations, discussing progress, providing information about literacy difficulties, and suggesting classroom accommodations where appropriate.

Yes.

Where appropriate, we can provide recommendations to support a student's learning within the classroom environment.

Recommendations may include:

- Literacy accommodations

- Assessment adjustments

- Reading support strategies

- Spelling support strategies

- Written expression supports

- Fluency-building activities

- Assistive technology recommendations

Recommendations are designed to help students access the curriculum while continuing to develop their literacy skills.

Yes.

O-G Reading Clinic works with self-managed and plan-managed NDIS participants where literacy intervention aligns with the participant's NDIS goals and funding supports.

As every NDIS plan is different, eligibility for services depends on the individual goals, funding categories, and supports included within the participant's plan.

We encourage families to discuss their child's goals and funding arrangements with and their plan manager us prior to commencing services.

This depends on the participant's individual NDIS plan and goals.

In some circumstances, literacy intervention may be funded where it directly relates to the participant's approved goals and support needs.

As NDIS funding arrangements vary considerably between participants, families are responsible for ensuring that services align with their approved funding and plan requirements.

If you are unsure whether your child's funding may be used for literacy intervention, please contact us and we will be happy to discuss your circumstances.

Most students attend either once or twice per week.

The recommended frequency depends on your child's age, learning profile, current skills, goals, and the severity of their difficulties.

Students requiring more intensive support often benefit from twice-weekly intervention, while other students make strong progress attending weekly sessions.

Recommendations are discussed individually with families.

Yes.

Where appropriate, we can provide reports that outline a student's literacy profile, intervention history, progress, current needs, and recommendations.

Families should discuss report requirements with the clinic prior to requesting documentation, as preparation fees may apply.

The content and scope of reports will depend on the purpose of the request and the information required.

At O-G Reading Clinic, intervention is delivered in line with NSW school terms because literacy development requires consistency, routine, and cumulative learning.

Reading and spelling skills are built progressively over time. Each lesson builds on concepts taught previously, allowing students to consolidate their learning before moving on to more advanced skills.

For this reason, bookings are made on a term-by-term basis rather than as casual or one-off sessions.

Term bookings help ensure:

- Consistent attendance and progress

- A reserved weekly lesson time

- Continuity of instructionStronger learning outcomes

- Effective lesson planning and goal setting

Our students attend either once or twice per week throughout the school term, depending on their individual needs and recommendations.

While intervention follows the school term structure, we also offer holiday intensives and reading boot camps during selected school holiday periods to provide additional support and accelerate progress where appropriate.

Because demand for appointments is high, lesson times are reserved for the duration of the term and cannot be booked casually or on an as-needed basis.

This structured approach allows us to provide the consistency and intensity required for meaningful progress in reading, spelling, and written language development.

Getting started is simple.Contact our clinic to discuss your child's needs, concerns, and goals. We will talk through your child's learning profile, previous support, and whether intervention is likely to be beneficial.Depending on your child's circumstances, we may recommend commencing intervention, arranging an assessment, or discussing other supports that may be appropriate.Once a suitable appointment becomes available, your child will be matched with a clinician and scheduled into a regular weekly or twice-weekly intervention time.

Our team includes qualified teachers, university students studying education and related fields, and literacy support staff who have completed specialised training through O-G Reading Clinic.All clinicians receive training in our structured literacy approach and work within the clinic's established teaching framework.Lessons are planned using evidence-based practices and are delivered using the O-G Reading Clinic methodology to ensure consistency across all clinicians.

es, in some circumstances.

Some of our clinicians are university students studying teaching, speech pathology, psychology, or related disciplines.

These clinicians undertake training within the clinic before working independently with students and receive ongoing support and guidance.

All intervention is delivered using the O-G Reading Clinic framework, ensuring students receive structured, evidence-based instruction regardless of which clinician they are working with.

Families are often surprised by the strong relationships students develop with our university clinicians and the excellent outcomes achieved through this model.

Students are matched based on a range of factors including age, learning profile, availability, personality, and intervention needs.All clinicians work within the O-G Reading Clinic framework and receive training in our structured literacy approach. This ensures consistency across the clinic while allowing lessons to be tailored to each student's individual needs.Our goal is to create a positive learning relationship that supports both progress and confidence.

As students progress through school, reading and spelling become increasingly influenced by word meaning and word structure.

Morphology is the study of meaningful word parts, including prefixes, suffixes, Latin roots, and Greek combining forms.

Understanding morphology helps students:

- Decode longer words

- Improve spelling accuracy

- Expand vocabulary

- Strengthen reading comprehension

- Understand how words are connected

English is a morphophonemic language, meaning spelling reflects both sounds and meaning. 

Teaching morphology helps students make sense of many spelling patterns that cannot be explained through phonics alone.

This is one of the most common concerns parents have.

Learning a skill and being able to use it automatically are two different things.

Many students with literacy difficulties require significantly more practice and review before new learning becomes automatic and easily retrievable.

Difficulties with working memory, processing speed, automaticity, and retrieval can make it appear as though a child has forgotten a skill when, in reality, the learning is not yet fully consolidated.

For this reason, intervention includes regular review and revision of previously taught concepts.

Repeated exposure and practice help move learning into long-term memory and improve automatic recall over time.

Every child is different, making it impossible to predict exactly how much progress an individual student will make.Many students make significant gains in reading, spelling, confidence, and academic participation following structured literacy intervention.Progress is influenced by many factors including:Severity of difficultiesAge of identificationFrequency of interventionAttendance and home practiceIndividual learning profileOur goal is to help every student achieve meaningful progress, develop independence, and reach their personal potential.Rather than comparing students to others, we focus on helping each child move forward from their current level of performance.

Yes.

A diagnosis of dyslexia does not mean your child will never learn to read.

Dyslexia is a lifelong difference in the way the brain processes language, but with appropriate evidence-based intervention, many students develop strong reading and spelling skills.

Children with dyslexia typically require more explicit, systematic, and structured instruction than their peers. When provided with appropriate teaching, they can make substantial progress and become successful readers.Many individuals with dyslexia complete higher education, pursue successful careers, and develop effective literacy skills.Early identification and intervention provide the best opportunity for positive outcomes, but it is never too late to begin.

No.While early intervention is beneficial, older students can still make meaningful improvements in reading, spelling, vocabulary, written language, and confidence.Older students often benefit from learning the structure of English more explicitly, including morphology, etymology, advanced spelling patterns, and multisyllabic word strategies.Many students who begin intervention in upper primary school, high school, or even adulthood experience significant improvements when provided with appropriate instruction.It is never too late to improve literacy skills.

Absolutely.

Reading and spelling are related skills, but they do not always develop at the same rate.

Many students learn to recognise words while continuing to struggle with accurate spelling.

Spelling requires students to analyse sounds, understand word structure, recall spelling patterns, and apply this knowledge when writing.

For students with dyslexia and other literacy difficulties, spelling often remains challenging long after reading has improved.

Intervention can target these specific spelling skills and help students develop greater accuracy, confidence, and independence in written work.