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A place for students with learning differences

Specializing in Dyslexia, ADHD, NLD and Asperger Syndrome

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The Impact Approach to Learning

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Our Approach

Over 20 Years of Experience

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A Proven Method to Teaching

Reading

Detailed report from Star Math skill test will identify strengths and weaknesses. This information will enable a customized approach to your student and their particular needs. The skills learned in the….

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Math

Support for students that need content expertise or a learning specialist to close skill gaps needed for current courses. Subject expertise available for English, history, science and math. Learning specialist support for…

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Executive Functioning

Students learn software features and practical strategies to incorporate assistive technology into effective study routines. Diablo Valley Educational Therapy supports the following software and…

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  • My son’s been going to DVET for ADD for five years. In 6th grade, even with small class sizes at private middle school, my son was not getting it. He was discouraged and close to giving up on even trying. One-on-one attention from DVET turned that around. Allan was the first person to connect with my son, and engage him in a constructive academic way that his teachers had been unable to. It was a key event in my son’s academic turn around. Go see DVET for ADD/ADHD.”

    David F.

  • Allan Hauskens worked with my child at her school for 5 years two to three times per week. She has several learning disabilities plus ADHD. Under Allan’s guidance she became far more organized, much more aware of and attentive to deadlines, gained skills in writing papers, math, and learned strategies necessary for her to “learn to learn.” Allan understands kids and adolescents with learning and attentional issues and he both challenges and supports them. My daughter really enjoyed working with him. Both of us recommend him highly.

    Ingeborg M.

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Course Goals

The Wilson Reading System purposefully brings about the student’s:

  • Alphabetic Principle

    Students connect the letters or graphemes of the written language to their sounds or phonemes of the spoken Language.

  • Expand Vocabulary

    Students practice, learn, analyze and manipulate morphemes which are the smallest units of meaning in a word.

  • Phonemic Awareness

    Students are able to hear, identify, segment and manipulate sounds or phonemes and link those sounds to specific letters or graphemes.

  • Reading Automaticity

    Students store words in their memory by orthographic mapping which connects the word’s sounds, spelling and meaning.

  • Expository Comprehension

    Students read expository or academic text and identify the type of text.

  • Spelling Automaticity

    Students are taught word structure for both reading and spelling at the same time.

  • Sound Automaticity

    With practice students are able to quickly and effortlessly recognize sounds and blend those sounds within words or syllables of multisyllabic words.

  • Expressive Language

    Students demonstrate their reading comprehension skills by practicing oral expression and retelling passages of text in sequence, coherently and with all the important story elements.

  • Understand Word Structure

    Students learn to identify, read, and spell – prefixes, suffixes, latin bases, and greek combining forms.

  • Narrative Comprehension

    Students create a movie of the story in their mind of the important story elements with sufficient detail to retell the story in their own words.

Schedule

Wilson Reading System’s Intensive Intervention Program Schedule

  • Frequency

    Students meet 3 sessions per week or more.

  • Length

    Sessions are between 50 and 90 minutes long.

  • Location

    Sessions are online. The student and the Wilson Practitioner use a document camera to interact in real time.

Intake Process

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Identify Difficulties

Parents provide Impact Learning Lab with assessments that identify reading difficulties.Lorem ipsum dolor sit amet, consectetur adipiscing elit. Dignissim scelerisque mauris commodo.

Explore Solutions

Parents meet with Impact Learning Certificated Wilson Reading Practitioner to determine the appropriateness of an intensive reading intervention program


If the student is a candidate for an intensive reading program meet to discuss the following


Benchmark Test

Students complete the Word Identification and Spelling Test to benchmark current reading level. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Dignissim scelerisque mauris commodo.

Wilson Assessment

Students complete a Wilson Assessment of Decoding and Encoding (WIST) to place students at Step 1.1 or 1.3. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Dignissim scelerisque.

Lesson Plan

Each part of the lesson described below has a range between 2 and 15 minutes. The average time of each 
lesson is 5 to 7 minutes.

Download book-concept
  • Item 1

    Quick Drill: Students practice sounds for vowels, consonants,welded sounds. Quick Drill establishes, reinforces, and reaches soundautomaticity and is part of every lesson.

  • Item 2

    Teach and Review Concepts for Reading: Students use magneticletter tiles, syllable, prefix, and suffix cards on a magnetic white board.Students are taught word structure, letter patterns, and the six syllabletypes and their exceptions.

  • Item 3

    Word Cards: Students are presented whole words (notsegmented) to practice concepts and demonstrate understanding ofconcepts.

  • Item 4

    Word Lists: Student reads word lists to demonstrate automaticity and fluency. Students independently read single words to test automaticity and fluency.

  • Item 5

    Students practice new decoding skills in the context of sentences by reading sentences in meaning phrases or chunks. Students answer questions that demonstrate comprehension and understanding of key vocabulary words.

  • Item 6

    Sounds in Reverse: Students demonstrate automatic letter naming when given a sound prompt by Wilson Practitioner. Sounds in Reverse strengthens the alphabetic principle by connecting a sound to a letter or letters.

  • Item 7

    Teach and Review Concepts for Spelling: Students use a specific process to spell words. After students hear a word from their Wilson practitioner, the student repeats the word and identifies the base word. Then the student spells that base word, writing the letters on their magnetic board as they spell the words. When finished with the base word the student adds the suffix and then says the entire word with the suffix. For multisyllabic words the student follows a similar process, but the student spells the base word one syllable at a time. Students practice encoding words with taught syllable types, letter patterns, vowel sounds, prefixes and suffixes.

  • Item 8

    Written Work Dication: Using taught word structures and encoding skills, students spell sounds, prefixes, suffixes, words, phrases and sentences. After sentences are written, students apply proofreading skills on each sentence.

  • Item 9

    Controlled Test Passage Reading: Student uses decodable text to improve reading fluency and understanding of content. Student utilizes a mental model or picture to determine level of comprehension and places where the mental model is incomplete or confusing. Reading fluency is measured and tracked.

  • Item 10

    Listening/Reading Fluency and Comprehension: The student uses an enriched less controlled text for narrative and informational text. Students practice reading different types of informational text. Students practice deconstructing informational texts by using a graphic organizer. The graphic organizer is used to write a summary of the informational text.

Instructor Certifications

Over 20 Years of Experience

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Association Of Educational Therapists

Professional Member of Association of Educational Therapists

Wilson Dyslexia

Professional Member of Association of Educational Therapists

California Certification

California Multiple Subject Teaching Credentials

Who This Course is For

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An Intensive Reading Intervention Program is appropriate for students with notable difficulty with reading at the word level, recognizing words with automaticity and fluency, spelling and includes students with Dyslexia.