Learning Lane’s Approach to Reading Intervention
At Learning Lane: Language & Literacy Clinic, we believe that language is the foundation of all learning. Reading is not a single skill - it’s a deeply integrated process involving language and cognition. Every child has a unique learning profile. How they process language, think, and make sense of print is individual to them, which is why their path to reading success must be individualized.
Navigating the Many Approaches to Reading
For many parents, navigating the world of reading instruction can feel confusing. You may hear about Orton-Gillingham, Wilson, Lindamood-Bell, and other structured literacy programs, each with its own terminology and philosophy. It can be hard to know which approach is “best.”
At Learning Lane, we understand that concern. Our founder, Anna Lane, M.S., CCC-SLP, has specialized training in Orton-Gillingham (OG) and a deep appreciation for the structured literacy principles that underlie OG and similar programs (i.e., explicit and systematic instruction grounded in research).
However, experience has shown that no single program fits every learner. Each child brings their own constellation of strengths and challenges. Some may struggle to connect sounds to letters, while others may have difficulty understanding sentences, recalling information, or monitoring for comprehension. That’s why we focus not on one program, but on the core science and principles that make reading instruction effective—and then adapt them to meet each child’s individual profile.
Reading as an Integrated Process
Reading success depends on a range of interconnected skills, including:
Phonological (sound-based) skills – identifying and manipulating the sounds in words
Orthographic awareness – understanding spelling patterns and letter sequences that exist in English
Phonics – applying letter-sound knowledge
Receptive and expressive language – understanding and using language to communicate
Vocabulary and syntax – knowing what words mean and how sentences work
Narrative abilities – understanding and producing stories that are coherent and cohesive
Cognitive processes – attention, working memory, retrieval, and executive functioning
As the American Speech-Language-Hearing Association (ASHA) explains, reading and writing are built on spoken language. When a child struggles to read, the challenge often lies in how their brain processes and organizes language as a system.
Our Philosophy
Drawing inspiration from experts like Louisa Moats, who reminds us that “language is the foundation for reading instruction,” and Maryanne Wolf, who describes the “reading brain” as a complex and ever-evolving system, we approach literacy through the lens of language and reading science.
Every child’s program at Learning Lane is:
Evidence-based, following structured, systematic teaching principles
Language-centered, addressing the speech, language, and cognitive roots of literacy
Individualized, tailored to each child’s learning profile and pace
We integrate the principles of structured literacy—not just from one program, but from decades of research in speech-language pathology, cognitive science, and literacy education—to create therapy that is comprehensive, flexible, and effective.
Addressing the Whole Learning Profile
Our assessment and intervention processes examine the full spectrum of skills that contribute to reading and language success:
Phonological and phonemic awareness
Orthographic processing and spelling
Morphological and syntactic understanding
Vocabulary development
Receptive and expressive language skills
Speech sound production
Attention, memory, and executive functioning
By addressing how these systems interact, we help children strengthen the foundation of reading. Our goal is not only for children to read accurately, but also fluently and with deep understanding. We want our learners to move beyond sound-by-sound decoding to become thoughtful, engaged readers who can make meaning, connect ideas, and truly enjoy what they read.
The Learning Lane Difference
At Learning Lane, we combine the science of reading with the art of individualized teaching. Our therapy is structured yet tailored, evidence-driven and deeply personal. We look beyond labels and programs to understand how each child learns best and design instruction that meets them where they are.
Ultimately, learning to read isn’t just about decoding words, it’s about building understanding, curiosity, and connection through language.
References
American Speech-Language-Hearing Association. (n.d.). Written language disorders. Retrieved from https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/
Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do (2nd ed.). Washington, DC: American Federation of Teachers.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 97–110). New York, NY: Guilford Press.
Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York, NY: HarperCollins.
