Reading and Math Intervention

teacher and students practice readingIntervention Services

Housed in the HEDCO Clinic, the Center on Teaching and Learning (CTL) Assessment and Intervention Clinic offers group and individual tutoring services for school-age children (currently, kindergarten – 3rd grade) who are struggling in the areas of reading and/or math due to learning and attention difficulties and disabilities, including dyslexia and dyscalculia. Our trained, supervised undergraduate- and graduate-level tutors teach school-age clients critical concepts and skills in reading and math, as defined by decades of research, including the National Reading Panel (2000), the National Research Council (2001), and the National Math Advisory Panel (2008).

Four principles guide our clinical work at the HEDCO Clinic:

  1. Help close achievement gaps and prevent academic difficulty in reading and math for all students, including students with at risk for mild to moderate disabilities due to learning and attention difficulties such as dyslexia and dyscalculia
  2. Use evidence from rigorous research conducted by CTL, our partners, and other UO faculty to inform the design and delivery of academic interventions provided to children
  3. Use technology to engage and motivate students and improve instruction and data-based decision making
  4. Train preservice educators to implement evidence-based academic interventions and collaborate effectively with caregivers to maximize learning outcomes for students with or at risk for disabilities

Eight-week sessions are available each term (Fall, Winter, Spring) for a fee, with a sliding scale available for those who demonstrate financial need.

Signs Your Child May Be at Risk for Reading Difficulties

(Download this list to share with your child’s teacher):

In Kindergarten:

  • Does not know names for all the letters of the alphabet (capital and lowercase)
  • Has difficulty identifying sounds in spoken words (e.g., “bat” begins with /b/)
  • Does not know the most common sound for many letters of the alphabet
  • Has difficulty spelling or writing their first name
  • Does not know basic print concepts (e.g., books are read in English front to back, left to right, and top to bottom)

In 1st grade:

  • Has difficulty with any of the above-identified in Kindergarten
  • Does not identify words that rhyme or cannot produce words that rhyme
  • Has difficulty breaking down words into individual sounds or phonemes (e.g., “jump” into /j/ /u/ /m/ /p/)
  • Does not attempt to sound-out CVC words with common sounds (e.g., cat, map, mat, top, tip, tap)

In 2nd grade:

  • Has difficulty with any of the above-identified in Kindergarten and 1st grade
  • Does not know the sounds for common digraphs (e.g. /ch/, /th/, /sh/, /wh/)
  • Does not read grade-level material with a high degree of accuracy
  • Cannot answer literal comprehension questions about stories

Signs Your Child May Be at Risk for Math Difficulties

In Kindergarten

  • Cannot count to 20 by themselves
  • Cannot identify or write numerals from 0 to 20
  • Cannot accurately count a group of objects
  • Cannot compare the size of two numbers up to 10 (which number is greater)
  • Cannot add or subtract numbers from 1 to 5

In 1st grade

  • Has difficulty with any of the above-identified in kindergarten
  • Cannot count to 100 by ones or tens by themselves
  • Cannot identify or write numerals from 0 to 100
  • Cannot compare the size of two numbers up to 100
  • Cannot add or subtract numbers from 0 to 20
  • Cannot solve basic addition and subtraction word problems

In 2nd grade

  • Has difficulty with any of the above-identified in kindergarten or 1st grade
  • Cannot add or subtract numbers from 0 to 100