Read/Write
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Read/Write Literacy Programs

Structured Literacy Programs

Spring applications are now OPEN. Summer applications will be opening April 11.
Read/Write Intensive Programs
Weekly Literacy
Read/Write Booster Program

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Structured Literacy Programs

Application Dates:

  • March 15 - Applications have opened for Spring 2023 Intensive and Weekly Literacy programs. Please click here.
  • April 11 - Applications will open for Summer 2023 Intensive and Literacy Booster programs.

Children who are diagnosed with a Learning Disability in reading or writing (or suspected of a Learning Disability) benefit from direct and intensive instruction. Read/Write Programs offer evidence-based instruction customized to each student's needs. Programs range in intensity from 60 minutes per day to 3 hours per day. The vast majority of our programs are offered in a one-to-one setting.

Our literacy program has offered Structured Literacy for many years through the Lindamood Bell methods. Published research has confirmed the benefits of Foothills Academy’s Read/Write program. “Significant improvements were found in the areas of nonword decoding, phonological awareness, and spelling following the reading remediation program” (Dick, Kaplan, & Crawford, 2006, p.106). More recently we have also added Wilson Reading methods to our Instructors’ repertoires. Our instructors have also trained in the Voyager Sopris: Step up to Writing program to support more focused instruction in writing.

Please note: In addition to one-to-one programs, we now offer a Small Group option for the literacy programs. Small groups include up to three students. If this is of interest, please indicate interest on the application form. Not everyone who applies to a group is accepted into a group. Admission requires other learners at the same age and with comparable or complementary learning needs indicating an interest at the same time. We will work with you to find the best solution if there is not a small group running that works for your student. 

Spring applications are now OPEN. Summer applications will be opening April 11.
Register for Spring Read/Write Programs
Sign up to be notified about Read/Write notifications
Manager, Read/Write
Paige McDonald
403-270-9400 ext. 233
More about Paige

Paige is a life-long learner. She completed an Honors Undergraduate Degree in Economics which led to some graduate work in Economics in Ontario and working at the Canadian Human Rights Tribunal before she returned to Calgary to work in executive search. She spent the next thirteen years with both national and international companies consulting senior executives and advising on the structuring of executive teams in companies of all sizes in a variety of industries. Her daughter was diagnosed with Learning Disabilities in 2012 and Paige immediately began studying Learning Disabilities and ADHD, pursuing a variety of certifications and gaining experience in providing direct instruction to children with Learning Disabilities in literacy and numeracy. In 2015 she decided to pursue a Masters in Counselling Psychology with a focus on working with children and adolescents diagnosed with Learning Disabilities and/or ADHD. Paige is now a Registered Psychologist with a passion for supporting children and adolescents diagnosed with Learning Disabilities and/or ADHD. She continues to seek out evidence-based practices for remediation to build confidence in each learner who comes through the Read/Write & Math Program. Moreover, Paige brings a level of compassion and empathy to the role as a parent of two children with unique learning needs who have required different levels of intervention over the last ten years.

Information & Intake Inquiries
403-270-9400 ext. 252

Registration Dates:

In order to be notified about Read/Write program registrations specifically, sign up for our Read/Write Notification List. 

If you would like to be notified about all our Community Services programs and articles, sign up for our Community Services E-Newsletter.

 

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Missed lessons/rescheduling:

Missed Lessons/Rescheduling: Families may reschedule 1 lesson for any reason. However, a minimum of 6 hours notice MUST be provided. Failure to provide notice of an absence results in the loss of the lesson. There are no refunds or rescheduling for lessons missed with no/short notice.

Withdrawal:

If a family withdraws less than 7 days prior to the program start date, an administration fee of $50 will be charged, as an Instructor will already have been secured. The remaining balance will be refunded.

Client expectations:

Our Instructors strive to engage their students in a strength-based and collaborative manner. We will let you know as soon as possible if a young person’s emotions and/or behaviour in a session prevented us from working with them in an effective manner. Should this occur, we would work in partnership with you to resolve the situation. If there were ongoing issues that impact the young person’s benefit from the sessions, and/or impact others, we would refund any remaining sessions.

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Sophie has LOVED her 3 week program. She is making gains and reads to me every night “ to show off her skills”. Her confidence is growing and it is so nice to see. Thank you a million times for your support in helping us as parents get this amazing opportunity in place for her.— Suzanne - mother of RW&M Summer Online Program client
I am getting in touch to endorse the improvement we are seeing in my grandson’s reading. He also has a positive attitude and faith in his abilities. He came for a sleepover last night and read me two books before bed. This is major growth and improvement from a year ago. We are beyond grateful that he is getting the help he needs to be a successful reader and is able to feel better about himself.— Rosemary - grandmother of RW&M Summer Online Program participant
My son felt at ease and looked forward to attending each day. He was accepted at his ability and worked from that level on. Expectations were set at his level. Fantastic experience!— Jennifer - mother of RW & M program participant
“Significant improvements were found in the areas of nonword decoding, phonological awareness, and spelling following the reading remediation program” — (Dick, Kaplan, & Crawford, 2006, p.106)