Reading Intervention

The Literacy Ladder uses a multi-sensory approach in teaching reading. Students are exposed to a structured, sequential and simultaneous reading experience. This approach involves auditory, visual and kinesthetic-motor processing. It targets students with Dyslexia who have difficulty in the linkages of these three channels. The sequential teaching starts with the smallest unit of sight, sound and touch in a single letter. The flexibility of the approach also makes it effective for all kinds of struggling readers. 

Reading Enrichment

The Literacy Ladder also offers a program for students who are at-level or above in reading. This program is to further their reading skills, and enrich their reading ventures by introducing different genres of fiction and non-fiction passages. Explicit skills instruction will also be incorporated to improve reading comprehension. 

Beginning Reading

This program is aimed at teaching pre-school children (3.5- 5 years old) the rudiments of reading and writing. Phonemic awareness, letter-sound knowledge, print orientation, handwriting and listening comprehension are the components of beginning reading. 


Screening Test

The screening is used to identify children who show language processing difficulty by examining their visual, auditory and kinesthetic memory which often indicate a specific language disability. This test is not meant to be used for diagnosis but for screening and identifying deficits and/or weaknesses that may exist in one or more of the vital areas upon which written language, receptive and expressive, depends. 

Copyright 1962, 1964, 1969, 1979 by Beth H. Slingerland, 2005 by the Professional Materials Committee of the Slingerland Institute



Formal reading assessments have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measures. These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his/her age. The data is mathematically computed and summarized.





  1. How long does a child need to attend intervention?
    • There is no specific length. However, there are progress reports every twenty-four (24) sessions for you to monitor your child's progress.
  2. What is the length of one reading program?
    • One reading cycle lasts for twenty-four (24) sessions (hours).
  3. How frequent should my child attend intervention?
    • A child should attend for at least twice a week for 1.5 hours each session with a maximum of four times a week.
  4. What age should a child be to enroll in the center? 
    • 3.5 -21 years old