OT Perspective on Reading Proficiency

Course Level: Intermediate

Audience: OT, PT, SLP, educators, social workers, and interested others


This course will describe the different developmental aspects of building the skills necessary for reading ability. The participant will engage in learning about reading decoding, fluency, and reading comprehension, consider current research as well as the developmental building blocks for each. It is a “must have” course for anyone interested in creating academic proficiency in children considering school as an occupational function. The information provided will allow the therapist to plan effective intervention to bridge a students’ developmental profile in support of reaching reading proficiency as a goal. The need of a team approach will be emphasized as therapists also expands their vision of possibility in creating change that lasts.

Course Objectives

Participants will be able to:

  1. Explain 5 different components of reading proficiency
  2. List the involvement of 3 prominent sensory influences in the skill of reading
  3. Apply understanding of building working memory skills to influence reading comprehension
  4. Recognize the importance of considering 7 sensory tenets in building the readiness of reading skill
  5. Implement intervention strategies to support reading proficiency

Course Agenda

Day 1:
  • Monday, April 4 from 1 to 4pm US CT (2 to 5pm US ET)
  • 1.00 to 2.30pm: What is Reading? Fluency in Reading
  • 2.30 – 3.00 am: Afternoon Break
  • 3.00 to 4.00 pm: Reading Comprehension
Day 2:
  • Tuesday, April 5 from 1 to 4pm US CT (2 to 5pm US ET)
  • 1:00 – 2:30 pm: Sensory Processing Tenets of Reading
  • 2:30 – 3:00 pm: Afternoon Break
  • 3:00 – 4:00 pm: Intervention Strategies

Teaching Strategies:

Lecture, slides, case studies experiential labs for intervention, large group discussion, small group/partner discussion

  • Do the attendees need to bring anything to the course such as yoga mats, towels, baby dolls, etc.? Yes or No (if Yes, please list materials)
  • Lab Materials Needed, Cost, & Recommended Vendor: Yes or No (choose one; if Yes, please explain)
    No, but it would be good to show case Sheila Frick and Mary Kawar’s Astronaut program as this would be noted
  • Additional Space at the Back of the Room for Labs:
  • If Yes, do you need any additional materials to support the labs that Integrative Education will provide such as mats, yoga balls, lycra, etc.?


Mention will be made of the ReadLS program, which is a commercially available program through LSWorks in Canada. This speaker has no financial agreement with the organization in the US, but has a financial arrangement in South Africa.