Insights for parents, teachers, and health professionals

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Dyslexic Children need help with phonics using decodable readers.
By Jennifer Ee, Literacy Specialist, LALI Service August 16, 2022
LALI Service is highly experienced in helping children with dyslexia. Read to find out some of the teaching strategies used to empower these children.
By Language and Literacy Intervention Centre Pty Ltd March 12, 2022
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November 12, 2019
A person with ADHD can become easily irritated or distracted by noise, forget what they are doing, drift off in the middle of a conversation; and are often accused of talking excessively and/or blurting things out. In addition to these challenging behaviours, ADHD effects the sufferer’s mental and intellectual function, impulse control, memory retention, time management skills, cognitive flexibility, problem solving skills; and the ability to sequence a series of steps. Most of these behaviours and symptoms impact on classroom learning and academic outcomes. Because each ADHD sufferer is unique, each person presents with a different combination of symptoms; therefore, it is important to note that there is no single programme, practise or intervention that will work for all children. There is no “one size fits all” programme. There are however, effective strategies that can be put into place, which consider the individuality of the child. Thus, a good teacher will identify when and why the child is acting out or daydreaming; and put in place a clear and effective individual education plan (IEP) that differentiates instruction for the specific child. This IEP is based on the child’s strengths, weaknesses, and preferred learning style. The teacher will then outline how these strategies will be utilised in lessons, in a step by step format. When beginning a new unit of work, a good teacher will begin with clear, concise academic instruction that includes: Connecting the current lesson to the previous one by providing linear instruction, thereby enabling the child to link this lesson to the previous one. Clear introduction to the new lesson, giving an overview of the topic, helping the child to get an overview of “the big picture”., using visual aids wherever possible. Clear behavioural expectations should be set, i.e. ‘you may talk quietly…’ Clearly outline all the materials required for the activity, writing a list on the board. Keep instructions concise, using the least words possible. During the lesson, the teacher can use ‘private discreet prompts’ to help the child to stay on task. In the home, ADHD children function much better in an organised structure that is predictable, with clear boundaries. Children are less likely to act out when they have a routine and when things can be located easily. ADHD children need to engage in more physical activity and less screen time; especially around bedtime, as the ‘blue-light’ of screen-time will make them more hyperactive, so they don’t settle well. Reading a favourite book 30 minutes before bed will help the child to settle. In addition, ADHD children need help with planning and moving between tasks. Giving a 5-10 minute warning of a planned change, will help them to cognitively plan and practically take steps to end what they are doing, and to transition into the next task. Below are a few additional strategies that may help: Have a time table that outlines the day’s activities. Organise school uniform and bag the night before. Use a lot of positive reinforcement. Ensure eye contact when giving instructions Check for understanding - have child repeat instructions Parents, be involved with your school and make sure your child is getting the education they deserve. No-one else is going to fight for your child like you. Questions to ask include: Please explain ---- How are you differentiating the curriculum for my child? Have you devised an IEP for him/her? Can I have a regular update on his/her performance? Is there anything I can do to help? REFERENCES: Understood: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/add-adhd/what-teachers-see-how-adhd-impacts-learning-in-grade-school Loe, I.M. & Feldman, H.M (2007) Academic and Educational Outcomes of Children With ADHD, Journal of Paediatric Psychology: http://jpepsy.oxfordjournals.org/content/32/6/643.full Child Development Institute (2015): https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf

Frequently Asked Questions

Here are some common questions we receive about our tutoring services.

  • What is your background or experience in tutoring?

    All our tutors are qualified teachers and neuro-affirming educators,  who have a deep understanding of how children best learn. LALI Services has been helping children improve their literacy and math skills for over 11 years now.

  • Have you worked with students around this age or level before?

    We have experience working with a range of students from primary to high school. We cater to children K-12, with each tutor specializing in their own area, ensuring personalized support.
  • Do you have any training or specialties in education or tutoring?

    Our staff have completed extensive professional training over the years, synthesizing this knowledge to create a targeted approach that effectively supports neuro-divergent children.
  • What strategies do you use to keep students engaged?

    We employ a variety of strategies, including teaching students about how their brains work and process information, enabling them to self-regulate when they encounter challenges.
  • How do you support neuro-divergent children?

    Our approach is tailored to meet the unique needs of neuro-divergent children, focusing on building confidence and skills in literacy and numeracy through engaging and effective methods.


    We teach at the pace of the student and only slightly above their current abiilty level, to ensure the learn new content that is not overwhelminly challenging.

  • What subjects do you cover?

    We specialize in literacy and math, helping children with phonic spelling, decoding, reading comprehension, expressive writing, and numeracy skills.
  • Where are you located?

    We are based in Alexander Heights and Osborne Park, providing convenient access to our tutoring services.

  • How can I get started?

    Getting started is easy! Simply reach out to us to discuss your child's needs, and we will match you with the right tutor.
  • What is your tutoring approach?

    Our tutoring approach is personalized and adaptive, focusing on each child's strengths and areas for improvement to foster a love for learning.
  • Do you offer online tutoring?

    No, we only conduct face-face sessions. We believe this is best practise for neuro-divergent children with dyslexia, ADHD, HF autism, DLD (Developmental  Language Delay) and more.

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