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Initial Student Assessment (Step1):

Assessment and Testing Process:
Students are individually assessed to determine areas of strength and weakness.

Once assessments are complete, the results will be shared with parents. Parents will receive an emailed report and have the option of scheduling a follow-up consultation to review the data and discuss the ramifications.

What to Expect During the Testing Session:
The testing session typically takes around two hours to complete. An exact time cannot be determined as each test has a ceiling. Once the student reaches the ceiling, that section of the test is terminated as to not cause frustration. The goal of the assessment session is to gather meaningful data, not to frustrate. We utilize three base assessments to look at student strengths and weaknesses.

The Wilson Assessment of Decoding and Encoding (WADE):
The first assessment is the Wilson Assessment of Decoding and Encoding (WADE). The WADE is not normed. However, it provides diagnostic information that allows mtET to determine skill sets and gauge what pacing would look like if the student were to receive intervention via the Wilson Reading System.

The Word Identification and Spelling Test (WIST):
mtET also utilizes the Word Identification and Spelling Test (WIST). The WIST is normed so it allows mtET to compare your student to other students of the same age and grade. Both the WIST and the WADE gauge phonetic word reading, irregular word reading, nonsense word reading, phonetic word spelling, irregular word spelling, and sound-symbol knowledge.

The Woodcock Reading Mastery Test:
The final assessment is the Woodcock Reading Mastery Test. The Woodcock is also normed, so it will allow for comparisons. The Woodcock Reading Mastery Test allows mtET to consider sound-symbol knowledge, phonemic awareness, rapid automatic naming, word reading (phonetic, irregular, and nonsense), reading comprehension, and listening comprehension.


Student Driven Testing:
Each testing session is driven by the student. The student's strengths and weaknesses determine the length and extent of testing. mtET will offer movement and brain breaks to the student as needed throughout the assessment time. Once a student reaches the ceiling for a given subtest, that part of the test is terminated. mtET works to provide a comfortable and supportive environment for each student.


Assessment Review (Step2 & Step3):

Test Scoring and Parent Report:
After the testing session, mtET will score the assessments and compile a written report for parents. Once parents have had the opportunity to review the report on their own, parents are invited back to the office for an individualized consultation to discuss the next steps and to answer any questions. Parents can take the assessment findings to their child's school to allow the school to devise an educational plan that fits the student's areas of strength and need. The assessments conducted at mtET do indicate if a student has characteristics of dyslexia. If a child shows characteristics of dyslexia, he/she is entitled to receive intervention at school through the RtI process.

For more information in regard to how public schools are mandated to comply to the "Say Dyslexia" Law, you can access the TN Department of Education's Dyslexia Resource Guide

Annual Reevaluation for mtET Students:
If parents decide to seek tutoring at Middle Tennessee Educational Therapy, students will be reevaluated annually to determine areas of growth as a result of remediation.

Remediation Plan (Step4):

Training Process:
​Each student is seen one on one in order to best individualize the needs of the learner. Students are trained to read and write using a multisensory, systematic approach. The lessons start with the easiest concepts and then move through increasingly more difficult concepts in order to build a strong foundation. Once skills are mastered, they continue to be reinforced through built in review and practice. Each lesson is diagnostic in nature - subsequent lessons are built on a student's response to previous lessons. The instructor weaves the appropriate amount of review concepts and new concepts in order to provide each student with the appropriate amount of support and practice. The pacing of each sub-step is set by the student, not the specialist. The instructor provides immediate, corrective feedback during each lesson in order to terminate misconceptions and to allow the student time to practice concepts correctly. 

Training Frequency

It is best for students to be seen a minimum of twice a week in order to maintain the integrity of the instruction. Sessions are scheduled in one hour blocks. However, other scheduling options are available to better fit the needs of the child and the convenience of the parents.

Scheduling Flexibility

Students are seen Monday - Friday 9:00 - 8:00 as well as on Saturdays allowing options for home, private, and public school students.

Home / Activities / Parent interaction & guidance:

Our specialists will confer with parents after each session as parent support is integral to student success.

Students will receive a small amount of practice work to complete at home with parents. This work allows time for reinforcement and parent involvement.   

If requested, Middle Tennessee Educational Therapy will maintain an open line of communication with the student’s teacher/school.

Each student will be reassessed yearly to determine growth.

It may take students two to three years to progress through the Wilson Reading System. Each student is unique; therefore, there is not a typical path. Progression is determined by each individual student's needs and strengths.

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