Frequently Asked Questions

After the initial placement assessment has been undertaken we will suggest the optimum number of weekly sessions that we believe will be the most beneficial for each individual student.

​Factors that we consider are the age of your child and the level of difficulty they are experiencing. At the beginning it may be suggested to attend more than once a week in order to get intensive instruction and fast progress, as quickly as we can.

No, Specialist tuition is booked on a term block basis. Mid-term bookings are accepted, if time slots are available. The efficacy of the program relies on regular intervention so sessions will only be accepted for weekly or twice weekly intervention.

​Once you have accepted a day and time that works for you, that will be your booking day/time for the term. With the nature of our service, we are unable to accept cancellations of booked sessions or swap times around from week to week. If you need to miss a session we will attempt to organise a make-up session ASAP at a mutually agreeable time. 

Further information on this is available in our Terms and Conditions.

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All staff at the clinic are fully trained in the systematic, explicit, and multisensory delivery of the Orton–Gillingham (O-G) structured literacy approach. Each tutor is guided by the same evidence-based framework that ensures lessons are sequential, cumulative, and responsive to the individual learner’s needs and cognitive profile.

The program implemented within the clinic was written and developed by Caroline Denning, a certified Orton–Gillingham practitioner trained by Ron Yoshimoto, an internationally recognised expert in O-G methodology. Under Caroline’s leadership, the clinic maintains the highest standards of fidelity to the O-G principles while incorporating a rich variety of instructional techniques designed to build confidence and lasting literacy skills.

A diagnosis of dyslexia helps us understand how your child learns best — it doesn’t change what we teach, but it does inform how we teach it.

All students follow the same systematic Orton–Gillingham scope and sequence, ensuring every essential reading and spelling concept is taught in a structured and cumulative way. However, our delivery is carefully tailored to each learner’s cognitive and linguistic profile.

For students with dyslexia, we adjust:

Pacing and practice — allowing additional time for consolidation and mastery.

Cueing and scaffolding — providing the right level of prompts, visual supports, and guided practice to build automaticity and confidence.

Multisensory engagement — ensuring learning happens through visual, auditory, and kinesthetic channels.

Review and repetition — revisiting key concepts until they are fully internalised.

This approach means every child works through the same evidence-based program, but the method, intensity, and level of support are uniquely adapted to their learning profile. Our goal is to help each student experience success, independence, and a growing sense of confidence as they develop their reading and spelling skills.