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San Antonio’s Celebrate Dyslexia, known for championing dyslexia services for children, is now working directly with educators who want to help students with the learning disability in the classroom.
The Academic Language Therapy Association, a national group that sets standards for language therapy certifications, recently granted Celebrate Dyslexia’s train program an “independent course approval.”
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The first step is evidence-based reading intervention. Certified in both the Orton-Gillingham and Wilson reading intervention methods, Arshad focuses first on building foundational reading skills before introducing engaging learning activities. She compares the process to traveling to the grocery store.
“For most people, there’s one straight road to get where they’re going,” Arshad says. “For students with dyslexia, that road is closed. Reading intervention builds a new road—a new neural pathway—so they can still reach the same destination.”
That concept is rooted in neuroplasticity, the brain’s ability to form new connections through learning and practice.
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Developmental dyslexia is typically identified during childhood, but some individuals remain undiagnosed until adulthood, particularly when intellectual functioning is average, and compensatory strategies allow academic progression. In such cases, literacy-related inefficiencies may become clinically significant when occupational or interpersonal demands increase, leading to anxiety, avoidance, and functional impairment.
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For more than 25 years, the standardized AFS-Test has been the pedagogical assessment behind individualized dyslexia and dyscalculia training worldwide. Developed by Dr. Astrid Kopp-Duller, the test allows Certified Dyslexia Trainers to definitively diagnose and categorize dyslexia and dyscalculia.
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