Blog Hero Image

Seeing Stars

How to Choose a Reading Intervention Program

by

If you have been researching reading intervention programs for your child, you have probably already discovered that there are a lot of options. Orton-Gillingham. Wilson Reading System. Lindamood-Bell. Seeing Stars. Visualizing and Verbalizing. Barton. All in all it can feel overwhelming — especially when you are already worried about your child and just want to find the right answer as quickly as possible.

The truth is that there is no single "best" reading intervention program that works for every child. The right program depends on your child's specific profile of strengths and difficulties, their age, their current reading level, and the underlying cause of their reading challenges. Choosing the wrong program — or a program that is not grounded in the right principles — can mean months of effort without meaningful progress.

At The Learnability, helping families navigate exactly this decision is something we do every day. In this guide we will explain what to look for in a reading intervention program, how different programs target different skills, and how to make sure your child gets the right support from the very beginning.

Step 1 — Understand What Is Causing Your Child's Reading Difficulty

Before you can choose the right reading intervention program, you need to understand what is causing your child's reading difficulty. Reading difficulties are not all the same — they have different underlying causes, and different programs target different underlying skills.

The most common underlying causes of reading difficulty include:

Phonological Processing Weakness

This is the most common cause of reading difficulty and the core deficit in dyslexia. Children with weak phonological processing struggle to connect letters to their corresponding sounds, decode unfamiliar words, and build the word recognition that fluent reading requires. Programs that target phonological processing — such as the Orton-Gillingham approach and the Wilson Reading System — are most effective for these children.

Weak Symbol Imagery

Some children have adequate phonological processing but struggle to visualise letters and words as mental pictures — a skill called symbol imagery. These children may be able to sound out words but never develop automatic word recognition. They read slowly and inconsistently even after months of phonics practice. The Seeing Stars program directly targets symbol imagery and is specifically designed for this profile.

Weak Concept Imagery

Children who read accurately and fluently but cannot understand or remember what they have read have weak concept imagery — the ability to create mental pictures from language. This is a comprehension difficulty rather than a decoding difficulty, and it requires a different intervention. The Visualizing and Verbalizing program is the gold-standard intervention for this profile.

Early Language Difficulties

Some children — particularly younger children — have foundational language difficulties that affect their readiness for reading. These children need language-based intervention before or alongside reading instruction. Our Talkies program is specifically designed for young children who need to build language foundations before reading begins.

The most reliable way to identify the underlying cause of your child's reading difficulty is through a proper assessment. At The Learnability, we offer the Orton-Gillingham Assessment, WIST Assessment, and Lindamood-Bell Assessment — each designed to pinpoint the specific nature of your child's difficulties and guide our program recommendations.

Step 2 — Make Sure the Program Is Grounded in Structured Literacy

Regardless of which specific program you choose, the most important thing to look for is whether it is grounded in structured literacy — the approach that decades of research consistently identifies as most effective for children with reading difficulties.

A structured literacy program must be:

  • Explicit — every concept is taught directly and clearly, nothing is left to chance or assumed
  • Systematic — skills are introduced in a planned sequence from simple to complex
  • Sequential — each new skill builds on what has already been mastered
  • Cumulative — previously learned skills are regularly reviewed and reinforced
  • Multisensory — learning engages seeing, hearing, saying, and touching simultaneously
  • Diagnostic — instruction is continuously adjusted based on the child's responses

Programs that do not meet these criteria — no matter how popular or well-marketed they are — are unlikely to produce lasting results for children with dyslexia or significant reading difficulties. All of the programs we offer at The Learnability are grounded in structured literacy principles and endorsed by the International Dyslexia Association.

Step 3 — Match the Program to Your Child's Age and Level

Different programs are designed for different ages and reading levels. Choosing a program that is appropriate for your child's current developmental stage is important for both effectiveness and engagement.

For Young Children (Ages 3 to 7)

Young children who are showing early signs of language delay or pre-reading difficulties benefit most from programs that build foundational language and phonological awareness skills. Our Talkies program is specifically designed for this age group, building the concept imagery and language foundations that reading depends on.

For Early Readers (Ages 5 to 9)

Children in the early stages of reading instruction who are struggling with decoding and phonics benefit most from phonologically based structured literacy programs. Our Orton-Gillingham tutoring and Seeing Stars program are both highly effective for this age group.

For Older Struggling Readers (Ages 9 to 18)

Older children and teenagers who are reading significantly below grade level often need a more intensive intervention that addresses both decoding and fluency. The Wilson Reading System is specifically designed for students from grade 2 upward who have not responded to standard reading instruction and need a highly structured, intensive program to close the gap.

For Children With Comprehension Difficulties

Children at any age who read accurately but struggle to understand what they read need a comprehension-focused intervention. Our Visualizing and Verbalizing program is appropriate from around age 5 upward and has been used successfully with teenagers and adults as well.

Step 4 — Choose One-on-One Tutoring Over Group Programs

Research consistently shows that one-on-one tutoring produces significantly better outcomes for children with reading difficulties than group instruction. In a one-on-one session, every minute of instruction is focused entirely on your child — their specific needs, their current level, and their pace of progress. The tutor can adjust in real time based on what the child needs, rather than following a pace set by the group.

Group reading programs — even well-designed ones — simply cannot provide the level of individualisation that children with significant reading difficulties need. When choosing a reading intervention program for your child, always prioritise one-on-one delivery over group formats.

At The Learnability, all of our programs are delivered through personalised one-on-one online sessions. Every session is tailored to the individual child — because we know that one-on-one instruction is what makes the difference.

Step 5 — Look for Qualified and Experienced Tutors

The best reading intervention program in the world will not produce results if it is not delivered by a qualified, experienced tutor. When evaluating a reading intervention provider, ask:

  • What training do your tutors have in structured literacy?
  • Are your tutors trained in the specific program they will be delivering?
  • How much experience do your tutors have working with children with dyslexia?
  • How do you match tutors to individual children?
  • How do you monitor progress and adjust programs over time?
  • How do you keep parents informed and involved?

At The Learnability, our tutors are trained specialists in structured literacy who have extensive experience working with children with dyslexia and reading difficulties. We match every child to the right tutor and the right program based on a thorough assessment of their individual needs.

Step 6 — Be Realistic About Time and Commitment

Reading intervention is not a quick fix. Meaningful, lasting progress requires consistent sessions over a sustained period of time. Before committing to a program, be realistic about:

  • Frequency — most children with significant reading difficulties need at least two sessions per week for meaningful progress
  • Duration — most programs require a minimum commitment of several months before the full benefits are seen
  • Practice between sessions — reinforcing what is learned in sessions through regular home practice significantly accelerates progress
  • Patience — progress is real but takes time. Celebrate every step forward, however small

Families who commit to consistent, regular sessions and stay engaged in their child's progress consistently see the best results. At The Learnability, we work closely with parents throughout the program to keep them informed and involved — because we know that parental engagement is one of the strongest predictors of a child's success.

A Quick Guide to Choosing Between Programs

If you are still unsure which program might be right for your child, this quick guide may help:

Not sure which fits your child? Contact The Learnability for a free consultation and we will help you identify the right starting point.

Frequently Asked Questions

Does my child need an assessment before starting a reading intervention program?

We strongly recommend starting with an assessment. Without understanding the specific nature of your child's reading difficulties, there is a real risk of choosing the wrong program — which wastes time and can be discouraging for both the child and the family. Our assessments are designed to give a clear picture of your child's needs and guide the right program recommendation.

Can my child do more than one program at the same time?

Yes. Some children benefit from a combination of programs targeting different skills simultaneously — for example, Seeing Stars for fluency alongside Visualizing and Verbalizing for comprehension. Our specialists will advise on the right combination and sequencing based on your child's individual profile.

How long will my child need reading intervention?

This depends on the severity of the difficulty, the child's age, the intensity of sessions, and how consistently the program is followed. Some children make significant progress within a few months. Others benefit from longer-term support. Our specialists will give you a realistic picture of what to expect after an initial assessment.

What if the program is not working?

If a child is not making expected progress, the right response is to reassess — not to simply continue with the same approach. At The Learnability, we monitor progress continuously and are not afraid to adjust or change programs if the evidence suggests a different approach would be more effective for your child.

Is The Learnability's tutoring covered by insurance or SDP funding?

We accept SDP (Student Development Program) funding and can provide documentation to support insurance claims where applicable. Contact us for more information about funding options for your child's tutoring.

Let Us Help You Find the Right Program for Your Child

Choosing the right reading intervention program is one of the most important decisions you will make for your child's education. Get it right and the results can be transformative. Get it wrong and months can pass without the progress your child deserves.

At The Learnability, we take the guesswork out of this decision. We begin with a thorough assessment, recommend the right program for your child's individual profile, and deliver expert, one-on-one online tutoring that gets results.

Book your free trial session today and take the first step toward finding the right reading support for your child.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to guide you through the options and help you make the right choice for your child.

Reading Fluency vs Comprehension: Key Differences

by

If your child can read a page of text out loud without stumbling over words, but then cannot tell you a single thing about what they just read — you are not imagining a problem. What you are witnessing is one of the most misunderstood distinctions in reading development: the difference between reading fluency and reading comprehension.

Many parents — and even some teachers — assume that if a child can read the words, they must be understanding them. But reading fluency and reading comprehension are two separate skills, powered by two different sets of cognitive abilities. A child can be strong in one and weak in the other. And without understanding this distinction, children often go without the right support for years.

At The Learnability, we work with children every day who have exactly this profile. In this guide we explain what reading fluency and reading comprehension are, how they differ, why a child can have one without the other, and what parents can do when either skill is weak.

What Is Reading Fluency?

Reading fluency is the ability to read text accurately, quickly, and with appropriate expression. A fluent reader recognises words automatically — without having to stop and sound them out — and reads at a pace that sounds natural and conversational. Fluency is what makes reading feel effortless rather than laboured.

There are three core components of reading fluency:

Accuracy

Accuracy means reading the correct words on the page without substituting, omitting, or misreading them. A child with poor accuracy may read "horse" as "house" or skip words entirely, changing the meaning of what they are reading. Accuracy is the foundation of fluency — without it, neither speed nor expression is possible.

Speed (Reading Rate)

Reading rate refers to how quickly a child can read a passage of text. A child who reads very slowly is using significant cognitive effort to decode each word — effort that should be available for understanding meaning. When decoding is not automatic, reading feels effortful and slow, and comprehension suffers as a result.

Expression (Prosody)

Prosody is the ability to read with appropriate rhythm, tone, and expression — pausing at commas, raising pitch at question marks, and conveying the emotional tone of the text. A child who reads in a flat, robotic monotone — even if they read accurately — is showing signs of limited fluency. Prosody reflects a child's understanding of the text as language, not just as a sequence of sounds.

Reading fluency develops primarily through the automatisation of word recognition — the ability to instantly recognise words as whole units without conscious decoding effort. This is the skill developed by our Seeing Stars program, which builds symbol imagery — the mental visualisation of letters and words that underlies automatic word recognition.

What Is Reading Comprehension?

Reading comprehension is the ability to understand, interpret, and make meaning from written text. It is the ultimate purpose of reading — the reason we read in the first place. A child who comprehends what they read can retell a story, answer questions about a passage, make inferences, identify the main idea, and connect what they read to their own knowledge and experience.

Reading comprehension depends on a wide range of cognitive skills including:

  • Vocabulary knowledge — understanding the meaning of individual words
  • Background knowledge — having enough prior knowledge to make sense of the content
  • Language comprehension — understanding how sentences and paragraphs convey meaning
  • Concept imagery — the ability to create vivid mental images from language
  • Working memory — holding earlier parts of a text in mind while reading later parts
  • Inferencing — reading between the lines and understanding implied meaning
  • Metacognition — monitoring your own understanding as you read

The most critical of these for many children who struggle with comprehension is concept imagery — the ability to create a mental movie from language. This is the core skill developed by our Visualizing and Verbalizing program, which directly addresses weak reading comprehension even when a child reads accurately and fluently.

How Are Reading Fluency and Comprehension Related?

Reading fluency and reading comprehension are closely connected — but they are not the same thing, and one does not automatically produce the other.

The relationship works like this: when a child has to use significant mental effort to decode individual words, there is very little cognitive capacity left over for understanding meaning. Think of the brain as having a limited amount of processing power. If most of that power is consumed by figuring out what the words say, almost none is available for thinking about what the words mean.

This is why improving fluency often leads to improvements in comprehension — not because fluency teaches comprehension, but because it frees up the cognitive resources needed for comprehension to happen. When word recognition becomes automatic, the brain can focus on meaning.

However — and this is the crucial point — fluency does not guarantee comprehension. A child can develop excellent word recognition and read quickly and accurately, while still having a significant weakness in the cognitive skills that comprehension requires. When this happens, improving fluency alone will not fix the comprehension problem. The underlying cognitive weakness needs to be directly addressed.

Can a Child Have Good Fluency But Poor Comprehension?

Yes — and this is far more common than most parents and teachers realise. Children with good fluency but poor comprehension are sometimes called word callers — they can call out the words on the page accurately and at a reasonable speed, but they are not constructing meaning from what they read.

This profile is particularly common in children who have strong phonological processing skills — they have learned to decode efficiently — but weak concept imagery or limited vocabulary and background knowledge. They may have sailed through early reading instruction, which focuses heavily on decoding, only to hit a wall in upper primary school when the reading demands shift from learning to read to reading to learn.

Signs your child may have good fluency but poor comprehension include:

  • Reads aloud accurately and at a normal speed but cannot retell what they read
  • Struggles to answer comprehension questions even on texts they have just read
  • Cannot identify the main idea of a passage
  • Finds it hard to make inferences or read between the lines
  • Does not notice when something they have read does not make sense
  • Performs well on spelling and word reading tests but poorly on comprehension tasks
  • Dislikes reading despite being able to read accurately

If this sounds familiar, our Visualizing and Verbalizing program is specifically designed for this profile. It directly develops the concept imagery skills that comprehension depends on, transforming passive word recognition into active meaning-making. Contact The Learnability to find out if this program is right for your child.

Can a Child Have Poor Fluency But Good Comprehension?

Yes — though this is less common. Some children struggle significantly with decoding and reading fluency but have strong oral language comprehension and concept imagery. When they listen to a text being read aloud, they understand it well. But when they have to read it themselves, the effort of decoding leaves them too exhausted to focus on meaning.

Children with dyslexia often fall into this category. Their phonological processing weakness makes decoding effortful and slow, but their underlying language comprehension and reasoning abilities are strong. With the right structured literacy intervention — such as our Orton-Gillingham tutoring or the Wilson Reading System — these children can develop the decoding automaticity they need, freeing their strong comprehension abilities to shine.

What Causes Poor Reading Fluency?

Poor reading fluency is most commonly caused by weak phonological processing — the ability to connect letters to their corresponding sounds. When a child cannot decode words automatically, reading remains slow and effortful regardless of how much they practise. The most effective interventions for reading fluency target phonological processing directly through structured literacy approaches.

Weak symbol imagery — the ability to visualise letters and words as mental pictures — is another common cause of poor fluency. Children with weak symbol imagery cannot instantly recognise familiar words as whole units. They have to decode the same words over and over again, never developing the automaticity that fluent reading requires. Our Seeing Stars program directly addresses this underlying cause.

What Causes Poor Reading Comprehension?

Poor reading comprehension has multiple possible underlying causes, which is why accurate assessment is so important before choosing an intervention. The most common causes include:

Weak Concept Imagery

The inability to create vivid mental images from language is the most common underlying cause of reading comprehension difficulties in children who read accurately. Without concept imagery, language is processed as disconnected words rather than as meaningful wholes. This is the primary target of our Visualizing and Verbalizing program.

Limited Vocabulary

A child who does not know the meaning of many of the words in a text cannot fully comprehend it, regardless of how fluently they read. Vocabulary development is an important component of reading comprehension support.

Limited Background Knowledge

Understanding a text often requires background knowledge about the topic. Children with limited life experience or limited exposure to a wide range of topics may struggle with comprehension on unfamiliar subjects.

Working Memory Difficulties

Reading comprehension requires holding earlier parts of a text in mind while processing later parts. Children with working memory difficulties may understand individual sentences but lose the thread of a longer passage.

Language Processing Difficulties

Some children have broader difficulties processing and understanding language — whether spoken or written. These children may need support that goes beyond reading intervention to address underlying language processing weaknesses. Our special needs tutoring is designed to support children with this kind of complex profile.

How The Learnability Supports Both Fluency and Comprehension

At The Learnability, we begin every student journey with a thorough assessment to identify exactly where a child's reading difficulties lie — whether in fluency, comprehension, or both. This ensures that every program we recommend is targeting the right underlying skills for that individual child.

For children with fluency difficulties, our Orton-Gillingham tutoring, Wilson Reading System, and Seeing Stars program build the phonological processing and symbol imagery skills that automatic word recognition depends on.

For children with comprehension difficulties, our Visualizing and Verbalizing program develops the concept imagery skills that transform reading from passive word recognition into active meaning-making.

For children who struggle with both, we create a personalised program that addresses both sets of skills in a carefully sequenced way — ensuring the foundations are built before the higher-level skills are developed.

You can explore our full range of reading intervention programs on our website, or contact us directly to speak with a specialist about your child's specific needs.

Frequently Asked Questions

My child reads fast but does not understand — what should I do?

This is a classic sign of weak concept imagery — the ability to create mental pictures from language. The Visualizing and Verbalizing program is specifically designed for this profile. Contact The Learnability for an assessment and we will confirm whether this is the right program for your child.

My child reads slowly and also does not understand — where do we start?

When both fluency and comprehension are weak, we typically address fluency first — building decoding automaticity through structured literacy intervention. As fluency improves and cognitive resources are freed up, comprehension often improves too. If comprehension difficulties persist after fluency has improved, we then introduce targeted comprehension support.

Will reading more books improve my child's comprehension?

Reading widely does support comprehension development — but only if a child already has sufficient fluency and basic comprehension skills to benefit from reading. A child with significant underlying weaknesses in concept imagery or language processing will not improve their comprehension simply by reading more. They need targeted intervention that addresses the underlying cause.

Is poor reading comprehension a sign of dyslexia?

Not necessarily. Dyslexia primarily affects phonological processing and reading fluency. Poor comprehension in the absence of fluency difficulties is more likely to indicate weak concept imagery or a language processing difficulty rather than dyslexia. A proper assessment is the most reliable way to identify what is causing the comprehension difficulty.

How long does it take to improve reading comprehension?

Progress depends on the severity of the underlying difficulty, the intensity of intervention, and how consistently the program is followed. Many children show meaningful improvement within a few months of consistent, targeted intervention. Contact us for a realistic picture of what to expect for your child specifically.

Help Your Child Read and Understand Today

Reading fluency and reading comprehension are both essential — and both teachable. Whether your child struggles to read the words, struggles to understand them, or struggles with both, the right targeted intervention can make a real and lasting difference.

At The Learnability, our specialist tutors deliver personalised, evidence-based reading support online through one-on-one sessions. We identify exactly where your child's difficulties lie and target them precisely — giving your child the reading skills and confidence they need to thrive.

Book your free trial session today and take the first step toward giving your child the reading support they deserve.

You can also contact us directly or call us at (310) 218-9466 — we are always happy to help.