Contact Us

Use the form on the right to contact us.

 

CLICK HERE to apply to Wilson Pediatric Therapy

or give us a phone call 859-475-4305

175 W. Lowry Ln, #104
Lexington KY 40503
USA

859.475.4305

Wilson Pediatric Therapy & Learning supports Occupational Therapists, Physical Therapists, Speech Therapists, and Educational Interventionists in their pediatric practice.  

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Academic Services

Step 1:  Comprehensive Learning Evaluation

Without the right kind of assessment, you cannot determine the true root cause of your struggle. We take pride in offering the most comprehensive assessment available in order to be intentional about our strategies for improvement. We provide you, as the parent, teacher, or administrator, data about the true cause of your student's educational gaps. Then, we are able to customize a plan of action based on informed, calculated data.  Our full treatment plan has 3 phases that have a defined regimen and measurable outcomes.  This process was developed by The Curious Edge Foundation Inc.

"Where every child can learn"

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Dyslexia Treatment

Phase 1:  Cognitive Intervention

Dyslexia is a language processing disorder. Research shows, 30% of students struggle with dyslexia. These students have a solid IQ (average to above average) and are the brightest in each classroom, yet struggle with reading and writing. Most think that dyslexia is simply transposing letters, which is just the beginning. If your student is struggling with reading comprehension, adding or skipping words, demonstrating letter/number reversals and dislikes reading, chances are your bright student is struggling with dyslexia. The key to our success is to first address the underlying cognitive deficits to bolster the neurological system requirements for reading, writing and listening into speech and speaking. The purpose of our cognitive intervention is to establish stronger neurological pathway connections, produce significant changes quickly, and to ensure measurable cognitive improvements. Through fast-paced, fun activities, cognitive skills are developed in auditory and visual processing, working memory, processing speed, word attack, and logic and reasoning.  This short intensive intervention changes lives!  

-Learn more about Interactive Metronome.

-Learn more about Cogmed.

Duration: 90 single hour sessions divided into 4 sessions a week.  

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Academic Intervention

Phase 2:  Academic Sucess

Now that our cognitive deficits are bolstered and neurological pathway connections are established, it's time sail academically! During phase 2, your student will learn strategies to ensure academic success. Struggling in a specific area? We provide reading, writing and math intervention as well as critical thinking, organization, and test taking strategies. Our academic intervention is tailored to the needs of each student and their learning preferences.

Duration: 20 single hour sessions divided  into 2 sessions a week.

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Collegiate Test Ready 

Phase 3:  ACT Preparation

Scholarships, Higher ACT Test Scores, College Entrance…

Achieve your dream! We provide actual ACT Tests for practice and encourage you to complete each one often. From there, an item analysis will be calculated to determine areas of struggle in each ACT section. We provide strategies with video lessons to reinforce ACT concepts. The ACT is not about how smart you are, actually quite the opposite. It is about the ability to apply strategies to complete each section of the ACT. We can help! 

Profession Test Ready

Phase 4:  Praxis Preparation

The Praxis® tests measure the academic skills and subject-specific content knowledge needed for teaching. The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations. WPT can give you the keys to open the doors of your teaching career.

Duration: Varies based on perceived need.

I had Zach in class for Spring of 2014, before he attended The Reading Room/The Curious Edge (now WPT).  After one summer, he was a different student.  He had happiness, self-worth and confidence knowing that he could accomplish what was asked of him in class.  At school, he celebrated his success, telling me how he had achieved “Rhythm Master.”  Zach reviewed his reading rules before class and, as the 2014-2015 year progressed, he began sharing with the class how he could figure out more complex words.  Zach began volunteering to read out loud in class, even though his 504 permitted him to be excused from this activity.  Zach became the student who volunteered to read most often in class by the end of the school year.