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The Literacy Learning & Assessment Center of Connecticut offers a wide assortment of professional consultative, evaluative, and remediation services, including:

A full array of literacy-related consultative services are offered to both parents and school districts, including but not limited to:​

  • Comprehensive record review

  • Evaluation of current/prospective literacy programs

  • Participation at school PPT/IEP meetings

  • IEP (Individualized Educational Program) development

  • Ongoing progress monitoring

  • School collaboration

  • Referrals to diagnostic services and/or service providers


From targeted, skill-based  assessments to comprehensive literacy evaluations, we help isolate a student's strengths and needs — and provide a "blueprint" for remediation.  A variety of criterion referenced and standardized assessments are utilized, together with more informal observations, to ensure that all facets of literacy — including phonological awareness, phonetic knowledge, fluency, vocabulary, and comprehension — are thoroughly and systematically explored.  Evaluative services include:

  • Independent Educational Evaluations (IEEs)

  • Comprehensive literacy evaluations

  • Instructional needs (criterion-referenced) assessments


Carefully selected, highly trained, and experienced tutors develop individualized programs for students based on their unique learning styles and needs.  Following an initial record review and needs assessment, all tutors are closely supervised and progress monitored.  We utilize only evidence-based approaches, such as the Orton-Gillingham methodology, offering instruction that is:

  • Multisensory, accessing all of the learning pathways (visual, auditory, and tactile/touch) critical to forming new connections in the brain.

  • Diagnostic and Prescriptive, with each lesson designed to meet the unique needs and learning profile of each student.

  • Direct and Explicit, with information presented precisely and directly (vs. implied).

  • Structured, Sequential, and Cumulative, with increasingly complex information presented only when mastery had been exhibited for previously introduced concepts. 

  • Language Based, building upon the linguistic basis of reading.  

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