Why is a CALT Different?

Certified Academic Language Therapists (CALTs) are not just tutors– they are highly trained professionals who specialize in reading and language-based disorders, including dyslexia and dysgraphia. Their expertise goes beyond instruction, focusing on building student confidence from the foundation up.

Extensive Training and Credentials

To become a CALT, candidates must earn credentials through the Academic Language Therapy Association (ALTA). This rigorous process includes:

Holding a master’s degree or higher
Completing 200+ hours of graduate-level coursework in multisensory structured language education
Completing 700+ hours of practicum experiences in direct, one-on-one or small group clinical intervention under the supervision of a CALT-QI (Qualified Instructor)
Demonstrating at least 10 graded therapy lessons over a minimum two-year period
Passing a national certification exam
Adhering to a strict ethical code of conduct

Advanced Knowledge in Reading and Language

CALTs have in-depth training in:

Decoding and encoding
Phonology and phonics
Orthography and morphology
Semantics and syntax
Multisensory, structured literacy methods

This means CALTs don’t simply teach reading, but they break language down into manageable, systematic steps that meet the unique needs of each student.

What CALT Sessions
Look Like

Therapy sessions use a multisensory approach. Sessions integrate sight, sound, touch, and movement to engage the whole brain in the learning process. For therapy to be effective, sessions must meet a minimum of 120 minutes per week.

The program typically spans two years, creating a long-term educational partnership. Many CALTs remain a resource to students and families well beyond the initial program, continuing to support academic success and confidence.

Life-Changing Support for Students with Dyslexia

Working with a CALT is more than academic help– it’s a transformational experience. With their deep expertise and structured, therapeutic approach, CALTs empower students with dyslexia to thrive in school and beyond.

Auditory discovery, articulation of sounds, placement of production, and voicing.
Explicit script for teachers and consistent instructional routines. Regular words are orthographically mapped.
Students practice articulatory features with introductory use of mouth pictures and auditory discovery to see and feel sounds to identify voiced/ unvoiced, stop/continuant, etc.

Phonological Awareness

Word and sentence reading.
Regular words are orthographically mapped.
6 syllable types and syllable division patterns are covered.
Encoding and decoding procedures encourage students to self-correct.
Division patterns are covered.

Phonics

Students have a tracking sheet to measure rate.
Protocol is given for timing and correcting errors.
Rate passages begin with passage and moves to word level, then to phrases then applied to the passage.

Fluency

KWL Charts, vocabulary charts, and summarizing cards are used to promote discussion and dialogue.
Program contains options for both younger and older students.
Evidence of academic vocabulary and Anglo-Saxon, Greek, and Latin roots throughout the program.

Vocabulary

Very detailed comprehension scope and sequence is provided.
Skills are individually practiced then applied in text practice.
Evidence of genre, structures, and story elements throughout.