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Burlingame, CA — The RiteCare Childhood Language Center of Burlingame has been awarded a 2026 Community Grants Program grant from the Peninsula Health Care District  for the second year in a row. This recognition affirms the local value of providing speech-language services to children and families across San Mateo County. A Burlingame community investment, awarded in public The grant was presented during the 2026 awards ceremony hosted by the District’s Community Health Investment Committee on Tuesday, January 27, 2026, at Skyline College. We were honored to attend alongside other nonprofit partners working to strengthen health and well-being throughout our region. Our thanks to the District for its leadership and to the committee for selecting our Center for continued support. Recognizing local leadership We are grateful to Ana Pulido and the Peninsula Health Care District team for recognizing the practical outcomes of early intervention and consistent care. We also want to acknowledge the members of our Burlingame Center board who represented RiteCare at the ceremony and continue to lead local stewardship, outreach, and accountability. What this grant advances This second consecutive award strengthens our ability to meet families where they are, with individualized care and strong family involvement. In Burlingame, our model emphasizes evaluation, early intervention, and support that helps families access longer-term services through insurance or school-based programs. The bigger picture The California Scottish Rite Foundation supports RiteCare programs across California, serving an average monthly caseload of 478 children across 19 language programs. Burlingame is part of that statewide commitment, delivered locally through community partners who choose to invest in early, effective speech-language care. Grants like this help keep services accessible to families and strengthen the local capacity to meet children where they are, early, consistently, and with measurable progress. Thank you To the Peninsula Health Care District , thank you for investing in work that changes a child’s ability to communicate, learn, and participate fully in school and in life. To our Burlingame board, thank you for showing up, representing the Center with professionalism, and sustaining momentum year over year. If you would like to support the RiteCare Childhood Language Center of Burlingame, visit casrf.org/burlingame and give to RiteCare.

Did you know children with ADHD have a higher risk of delayed speech development? ADHD and delayed speech development are two common neurodevelopmental disorders that can significantly affect a child's academic, social, and emotional development. This article discusses the relationship between ADHD and speech development delay, including how ADHD can affect speech development. We would also cover language problems, including the different types of speech and language delays and disorders associated with ADHD and the impact of ADHD and speech development delay on children and adolescents. What Is ADHD? Attention Deficit Hyperactivity Disorder, or ADHD, is a neurodevelopmental disorder that primarily affects children but can persist into adulthood. It is distinguished by core symptoms such as inattention, hyperactivity, and impulsivity. Children with ADHD frequently struggle to focus, follow instructions, sit still, and have difficulty with impulse control. These challenges can significantly impact their academic performance, social interactions, and day-to-day functioning. It could also be a telltale sign of autism and could take a toll on mental health. ADHD is considered a disability rather than an impairment. What Is Speech Development Delay? Speech development delay is a delay in a child's development by impeding the process of acquiring and using language skills at the expected rate for their age. This impairment can manifest as articulation, vocabulary, grammar, and spoken language difficulties. They may also struggle with articulation, fluency, and pragmatics. Speech development delay can lead to communication difficulties, as school-aged children may struggle to express themselves or comprehend others, potentially leading to frustration, tantrums and social isolation, so they may need speech therapy. Speech Development Milestones Speech development in children typically follows a well-defined set of milestones that indicate linguistic growth. These milestones may differ slightly from child to child, but they generally include the following stages: Babbling Stage (6-8 months): Babies start to make repetitive sounds such as "ba-ba" or "da-da," which serve as precursors to speech. Single Words (12-18 months): Children begin to express basic needs or desires with single words such as "mama," "dada," or "juice." Two-Word Phrases (18-24 months): Children at this stage (around two years of age) combine two words to form simple phrases such as "more juice" or "big dog." Vocabulary Expansion (2-3 years): Children's vocabulary rapidly expands, and they form more complex sentences. Grammar Development (3-4 years): Children's grammar skills improve and use more complex sentence structures. Social Communication (4-5 years): Children can engage in more sophisticated social interactions and storytelling by preschool age. Early language acquisition is critical for a variety of reasons. For starters, it is necessary for communication. Children who develop language skills at a young age can better communicate their needs and desires. This can result in better relationships with parents and caregivers and improved social skills among peers. Second, language abilities are required for academic success. Strong language skills help children understand and follow instructions, learn new information, and express themselves in writing. Third, language skills are crucial in cognitive development. Children who learn to speak at a young age are better able to think critically and solve problems. How Are ADHD and Speech Development Delay Related? According to research , children with an ADHD diagnosis are more likely to experience speech development delays which is something that happen with kids on the autism spectrum as well. This is due to several factors. To begin, ADHD can impact executive function skills, which are the abilities that allow us to plan, organize, and manage our thoughts and behaviors. Speech and language development require executive function skills. Second, ADHD can lead to difficulties with attention span and focus. This can make it difficult for children with ADHD to focus on the speech and language input they require to develop their speech and language skills. Third, ADHD can result in hyperactivity and impulsive behavior. This makes it difficult for children with ADHD to sit still and listen to instructions, which is essential for speech and language development. Studies show that the co-occurrence rate of ADHD and speech development delay ranges between 20% and 50%. This means 20% to 50% of children with ADHD will also experience speech development delay. These statistics highlight the importance of thoroughly understanding how these conditions interact. Understanding the relationship between ADHD and speech development delay is critical because early intervention can significantly affect the long-term outcomes for children with these disorders. When a child is diagnosed with ADHD and a delay in speech development at a young age, they have special needs and should receive the necessary support and services to help them reach their full potential. Here are some of the reasons why it is crucial to understand the relationship between ADHD and speech development delay: Early Intervention: Recognizing the link allows for early detection and treatment of both conditions. Early intervention can improve outcomes and assist children in overcoming speech development delays while more effectively managing their ADHD symptoms. Tailored Support: Educators, speech-language pathologists, and medical professionals can offer focused, personalized support and treatments that address both speech development delays and ADHD-related difficulties by understanding the comorbidity of these conditions. Improved Quality of Life: By addressing speech development delays in ADHD children, we can improve their communication skills while decreasing frustration and isolation. As a result, social and emotional well-being may improve. Holistic Care: A holistic approach to treatment can result in more thorough care and ensure that children get the support they need for all aspects of their development by considering how ADHD and speech development delay are interconnected. How ADHD Can Impact Speech Development There is a strong link between ADHD and delayed speech. According to studies, children with ADHD are more likely to have a speech development delay, with some studies reporting that up to 50% of children with ADHD will also have a speech delay. ADHD can significantly impact speech development by interfering with several key components of effective communication. Here's how ADHD can influence speech development: Executive function deficits: Executive function skills are the abilities that allow us to plan, organize, and manage our thoughts and behaviors. These abilities are necessary for the development of speech and language. Children with ADHD may struggle with executive function skills like planning speech, inhibiting impulsive responses, and monitoring speech production. Attention and focus deficits: Two of the primary symptoms of ADHD are attention and focus deficits. These symptoms may make it difficult for children with ADHD to pay attention to the speech and language input required to develop their speech and language skills. Hyperactivity and impulsivity: Hyperactivity and impulsivity can also cause difficulty speaking. Children with ADHD, for example, may interrupt others when speaking or say things without considering the consequences. This makes it difficult for them to have productive conversations. Difficulty following instructions: For children with ADHD, difficulty following instructions can be challenging. This can make learning and practicing speech and language skills difficult. Difficulty staying on task: For children with ADHD, difficulty staying on task can be a problem. Due to this, it may be difficult for them to complete speech and language therapy activities or participate in classroom discussions. Difficulty taking turns: Difficulty taking turns can lead to problems speaking. Children with ADHD, for example, may interrupt or talk over others when speaking. This makes it difficult for them to have productive conversations. Difficulty listening to others: For children with ADHD, difficulty listening to others can be a challenge. This makes it another one of the learning disabilities that can make learning new speech and language skills difficult. Types of Speech and Language Delays and Disorders Associated With ADHD ADHD has been linked to various speech and language delays and disorders, which can exacerbate the communication difficulties that people with this neurodevelopmental condition may face. Here are some common speech and language delays and disorders associated with ADHD: Articulation Disorders: Articulation disorders are problems with correctly forming speech sounds. Because of their impulsivity and hyperactivity, children with ADHD may struggle with articulation, impairing their ability to control the precise movements of their articulatory organs (e.g., tongue, lips, and vocal cords). As a result, their speech may be illegible or difficult to understand, compromising effective communication. Fluency Disorders: Fluency disorders like stuttering may be more common in children with ADHD. ADHD's impulsive nature may contribute to disruptions in speech flow, resulting in stuttering or other fluency-related issues . These interruptions can disrupt the flow and smoothness of the conversation. Pragmatic Language Disorders: Pragmatic language refers to how language is used in social contexts. Individuals with ADHD may have pragmatic language disorders, manifesting as difficulties in understanding and applying social communication rules. They may struggle with taking turns in conversations, recognizing nonverbal cues, or adjusting their speech to the social context, making it difficult to engage in social interactions effectively. Language Processing Disorders: These disorders impair a person's ability to understand and interpret spoken or written language. Children with ADHD may have delays or difficulties processing language, resulting in difficulties with comprehension, following directions, and recalling information. This can have an impact on their academic performance as well as their overall communication skills. It is important to note that not all children with ADHD will have delays or disorders in speech and language, and the severity can vary greatly. Children with ADHD, on the other hand, are predisposed to these issues. Furthermore, some children may have co-occurring conditions, such as specific language disorders, which can exacerbate these difficulties. Diagnosis and Assessment Early diagnosis of speech delays and disorders is essential for various reasons. First, it enables children to receive appropriate treatment and support as swiftly as possible. This can help to reduce the impact of the child's speech delay or disorder on academic, social, and emotional development. Second, early detection can aid in identifying any underlying medical conditions contributing to the speech delay or disorder. For example, hearing loss or oral-motor deficits can contribute to speech delays. Early detection of these conditions can lead to earlier intervention, improving the child's long-term prognosis. Assessment of Speech Development by Speech-Language Pathologists Speech-language pathologists (SLPs) assess speech development in children with ADHD using various methods. Among these methods are: Observation: SLPs will observe the child while they play and engage in other activities to assess their communication skills. They will look for the child's ability to understand and use language and their articulation and fluency. Standardized tests: SLPs may also use standardized tests to evaluate the child's speech and language skills. Specific aspects of speech and language development, such as vocabulary, grammar, and articulation, are assessed using these tests. Parent and caregiver interviews: SLPs will also interview the child's parents and caregivers to gather information about the child's communication skills at home and in other settings. Role of Parents and Caregivers in Recognizing Speech Issues Parents and caregivers are essential in identifying speech problems in young children with ADHD. Parents and caregivers should understand the typical speech and language development milestones for children of various ages. They should consult their paediatrician or a speech-language pathologist if their child is not meeting these milestones. Parents and caregivers can look for the following signs of ADHD to identify speech problems in children with ADHD: Difficulty understanding or using language Difficulty pronouncing words Difficulty speaking smoothly and without pauses Difficulty taking turns in conversations Difficulty following instructions Consult your pediatrician or a speech-language pathologist if you are concerned about your child's speech or language development. Early detection and intervention can significantly impact the long-term outcomes of children with speech delays and disorders. Here are some suggestions for children with ADHD and speech delays: Talk to your child regularly. Every day, read to your child. Play nursery rhymes and sing songs with your child. Pay attention to your child's babbling and sounds. Identify objects and actions. Pose questions to your child and encourage them to respond. Give your child opportunities to interact with other children and adults. Create a treatment plan for your child with the help of a speech-language pathologist. With the right support, children with ADHD and speech delays can thrive. Conclusion ADHD and delayed speech development are two common neurodevelopmental disorders that can significantly affect child development in academic, social, and emotional areas. However, early diagnosis and intervention from parents, caregivers, and SLPs can make a difference for young children with ADHD and delayed speech development. Children with ADHD and delayed speech development can thrive with the right support. They can learn how to communicate effectively and build positive relationships with others.

Understanding the difference between sight words and high-frequency words helps children build confidence and fluency as they learn to read. Take the word “the.” According to the Fry 100 List , which charts the 100 most common words in the English language in order of frequency, “the” is No. 1. You’ll find it about once every 20 words in written English. But as common as “the” is, it’s not always a sight word. And when it comes to teaching the science of word learning, sight words aren’t always the same as high-frequency words. The two terms—contrary to conventional wisdom—are not interchangeable. For beginning readers, many sight words are also high-frequency words. But not all sight words are high-frequency, and not all high-frequency words are sight words. Sight words are in the minds of the beholder—the individual reader. What may be a high-frequency sight word for one reader may not be one  for another. Take first names. Young readers recognize their names on sight. But you wouldn’t consider names like Morgan, Jason, Madison or Gillian high-frequency words. There’s further confusion because of the overlap between the two categories. Many of the first words children learn: the, is, you and we, are both high-frequency and sight words. But as reading instruction becomes more refined and systematic, educators make a distinction between words taught for automatic recognition (sight words) and words taught because they occur often in text (high-frequency words). So what’s the difference? Consider sight words the cheat code for reading, the easiest way for kids to become faster, more confident readers. Sight words are words that readers recognized instantly, by sight. They do not need to sound them out and require zero effort to recall. They are words that a reader can summon from the mental Rolodex on command, without expending phonetic effort or hesitation. The key is automatic recognition. A typical, active adult reader has a mental Rolodex of between 30,000 and 60,000 sight words. Those are developed through a process called orthographic mapping . That is the process where students use the oral language processing part of their brain to map, or connect, the sounds of words they already know (phonemes) to the letters of a word—the spellings. That gets permanently stored as connected sounds and letters of words—along with the meanings as instantly recognizable words. Sight words. It all has to start somewhere and reading sight words on command provides the foundation of a young reader’s vocabulary. Getting young readers to build up their sight word vocabulary is the key to building a confident, excited reader. There’s no cheat code needed for explaining high-frequency words. What you see is what you get: the words most commonly written or spoken in the English language. They are often called the “glue” of language —words that bond sentences together into a readable, accessible manner. High-frequency words are an essential block in the reading foundation, because they’re literally everywhere. The words in Fry’s 100 List comprise 90% of the words used in children’s literature. They are an unmistakable key to building literacy in beginning readers. We can chart high-frequency words, thanks to Fry and Edward Dolch, who created the 220-word Dolch List in 1948. The Dolch List includes 220 “service words” plus 95 nouns that make up a large portion of children’s reading materials. The Fry List took that and expanded it to 1,000 words, which are organized in groups of 100 based on how many times they appear. High-frequency words are broken up into two categories : decodable and irregular. Decodable words such as in , and , that , him , did , then , with , at  can be sounded out using regular phonics. They are also called “flash words.” Irregular words such as was , from , have , of , there , want , you , said , does , like and, yes, the , aren’t phonetic. They are also known as “heart words.” To learn those, teachers and parents must teach them as a unique word. It’s also helpful to instruct them in how to tell the difference. BUILDING HIGH-FREQUENCY WORDS INTO SIGHT WORDS So how do you build high-frequency words into sight words? Joan Seditha in the Keys to Literacy blog  makes these suggestions: Teach new high-frequency words before students see them in their readings. Write the word on the board or put it on a flash card. Spell it aloud, pointing to each letter. Describe the parts of the word that are regularly spelled and the parts that are not. Have students spell and trace the letter in the air—known as air writing—to build large muscle memory or on paper using two fingers to build fine muscle memory. Have students cover the word and try picturing it from memory. Then, try to write it from memory. Repeat steps 3 and 4 to reinforce the lesson and build comprehension. Limit the number of words introduced at one time to prevent confusion. Introduce visually similar irregular words such as where  and were  or was  and saw  in separate lessons to avoid confusion. The Rite Care Childhood Language Center has the resources  to help your child build their sight-word vocabulary and send them on the rewarding path of becoming a strong, confident reader. Sources: https://thesixshifts.com/2024/01/sight-words-vs-high-frequency-words/ https://www.themeasuredmom.com/sight-words-vs-high-frequency-words-whats-the-difference/ https://keystoliteracy.com/blog/high-frequency-sight-words/         https://keystoliteracy.com/blog/the-role-of-orthographic-mapping-in-learning-to-read/ https://www.readingrockets.org/topics/phonics-and-decoding/articles/new-model-teaching-high-frequency-words

Theodore “Dr. Seuss” Geisel is considered a literary genius, a timeless word savant who literally provided a pre-literacy blueprint for generations of toddlers to understand language, vocabulary development and, yes, the art of storytelling. And yet, Geisel would have been the first to tell you those wordsmith skills and an ear for the rhyme of the absurd came via a generous assist from another source. His mother, Henrietta. From their Springfield, Massachusetts home, which featured a Mulberry Street that Geisel would later make famous in his first children’s book: And To Think I Saw It on Mulberry Street , Henrietta would read to the young Geisel and his sister, Nettie, in a rhythmic, rhyming fashion that often ventured into the absurd and nonsensical. That stuck with the young Geisel, who took those early reading sessions with his mother and never forgot them. Neither have generations of parents and children, who relished reading such Geisel/Seuss classics as The Cat in the Hat , Green Eggs and Ham , One Fish, Two Fish, Red Fish, Blue Fish , How the Grinch Stole Christmas , and numerous others. There is a story behind the story of how Geisel became the beloved Dr. Seuss that helps explain the importance of pre-literacy education. Geisel read a 1954 Life Magazine  story chronicling a literacy problem among schoolchildren who had trouble reading. The reason? Children’s books weren’t engaging. Remembering back to his days listening to his mother read funny rhymes to him, Geisel decided to write interesting, easy-to-read books  with simple, rhyming words and that engaging use of rhythm and repetition that sticks with adults years after they’ve put down The Cat in the Hat  for the last time.. And just like that, The Dr. was in. Through his more than 40 books, Geisel was a pioneer in developing pre-literacy skills in children. But what are those skills and how do parents and teachers support them? Children begin learning language from the day they arrive into the world. As they develop, children begin to use speech and language to express themselves and to communicate with others. Through that early development period, children learn skills that helps build their speech and language. That’s known as emergent literacy —the pre-literacy phase of speech and language development. 6 KEY SKILLS TO PRE-LITERACY DEVELOPMENT: There are six key skills associated with pre-literacy development: Print Awareness. This is the understanding that print carries meaning. It’s also the understanding how books work: that you turn pages and read the words from left to right and top to bottom Print Motivation. This is a fancy term for making reading fun and engaging. That fosters a lifelong passion for reading and enjoying books. Letter Knowledge. Here’s where we find the dawn of a child’s understanding about reading. Letter knowledge is the ability to recognize the letters of the alphabet and understand that each letter has a specific name and sound. Narrative Skills. How well can a child tell a story, along with how well then know the sequence of events in that story and how well they can predict what might happen next. Vocabulary. Self-explanatory. What is a child’s knowledge of words and their meanings? Phonological Awareness. After a child begins to master letter knowledge, this is the next phase on their reading educational journey. Phonological Awareness is the ability to hear and manipulate the individual sounds in spoken words. When children clap out syllables and rhyme, they’re engaging in phonological awareness. In turn, pre-literacy skills can be broken down into two categories : meaning-related skills and code-related skills. Meaning-related skills include vocabulary, conversation and story comprehension. Vocabulary is self-explanatory, the development of language and meaning. The more words a child knows, the easier it is for them to learn more words and the easier it is for them to understand meaning from the stories they read. Put more books in a child’s hand early and they’ll adapt easier once they start reading more complex books in school. Conversation helps a child build that knowledge to build new connections and relationships. When a child talks about what they learned in a book or in a picture, it helps them understand the stories they will eventually read on their own. Story comprehension is important because it is where a child understands what is happening in a book, why it’s happening and why the characters act, speak and feel the way they do. When a child grasps story comprehension, they begin to understand the larger meaning of a book. Code-related skills are print knowledge (mentioned above under “print awareness”) and sound awareness, which was mentioned above under phonological awareness. So how do parents and teachers support pre-literacy skills? It’s easier than you may think, because it’s probably all the things you’re already doing. Read. Reading to your child is one of the best development methods for vocabulary, language and social skills. Further this along by asking questions as you read, pointing to pictures and talking about the story. Talk. Another great—and simple—way to develop language skills and vocabulary. Pointing out objects, such as “There’s the Cat in the Hat,” or “Do you see the fire engine?” helps them understand that objects have names. Sing. As you read to your child, how often did you find yourself putting Dr. Seuss’ words into song? Rhyming games and songs help children understand the sounds that make up words. Play. Pre-literacy development takes on many forms and play may not come to immediate mind, but it’s an important action. When you play with your child, for example, with Legos or acting out a story they read, you help them understand the connection between words on a page and the practical meaning of those words. Print exploration. You can do this nearly everywhere, from the kitchen table to the supermarket to road trips in the car. Pointing out words and letters on signs, boxes, buildings and other locations helps build print awareness. Eventually, children will be able to point to a sign and know it says, “Stop.” The Rite Care Childhood Language Center has the skills and knowledge  to help you and your child build pre-literacy skills that will carry them into a lifetime of reading and—more importantly—reading enjoyment. Just like the good Dr. Seuss ordered.       Sources: https://www.asha.org/public/speech/emergent-literacy/?srsltid=AfmBOoo6doU5p6HA7NoahN5jQEipujhJBm7Opgcm-q80nceZ-oyCEVuv https://learningenglish.voanews.com/a/a-23-2006-12-17-voa1-83128822/125774.html https://www.hanen.org/information-tips/four-common-myths-about-early-literacy https://www.hanen.org/information-tips/language-and-literacy/early-literacy

A child dressed in a firefighter costume enjoys playtime with his mother at the Stockton clinic's colorful and engaging playroom. For more than four decades, families in Stockton have turned to the RiteCare Childhood Language Center of Stockton  for help with speech, language, and literacy challenges—always at no cost to them. With over $1 million in giving from the California Scottish Rite Foundation (CASRF) we are expanding that life-changing access even further. “There are so many speech and language needs in the Stockton community. The foundation’s support will allow us to grow our program, get more clinicians working with families, and get more kids’ needs met,”— Ashley Kramer ’10, ’11, Clinic Director and Assistant Clinical Professor of Speech-Language Pathology at the University of the Pacific. Transformative Therapy through Partnership Since 1982, the University of the Pacific has operated the Stockton clinic, where student clinicians provide individualized therapy while gaining real-world experience. Under faculty supervision, students begin by observing sessions and progress to independently conducting intakes, developing treatment plans, and tracking progress reports. This partnership means children receive expert care while students gain the clinical hours needed to become the next generation of compassionate, well-trained speech-language pathologists. “Pacific is a valuable partner because they provide student clinicians who get to learn hands-on, and their expertise allows us to keep up with the growth of the profession,”— Roger Moore, Trustee, California Scottish Rite Foundation.“In my mind, this partnership is a win-win—and the children are the big winners.” Donor-Funded Impact: Meeting a Growing Need The demand for speech and language services in Stockton continues to grow. In 2024 alone, Pacific student clinicians served more than 400 children, yet waitlists remain long. Private therapy can cost $200–$300 for an assessment and $150 per hour for treatment—costs that often make therapy out of reach for many families. CASRF funding removes those barriers, ensuring that every child can find their voice, regardless of circumstance. “Long-term partnerships like the one we have with California Scottish Rite are crucial,” said Nicoleta Bugnariu, Dean of Pacific’s School of Health Sciences.“Students become well-rounded clinicians while delivering sorely needed services in our communities.” Lifelong Confidence for Children and Families The clinic not only provides therapy—it also empowers parents. Families learn to advocate for their children and access resources that support communication growth at home and in school. “Pacific’s partnership with Scottish Rite merges two of the university’s core commitments: providing experiential learning opportunities for students and serving the underserved in our community,”— Christopher Callahan, President, University of the Pacific. Community-Driven Care in Action The California Scottish Rite Foundation operates 19 RiteCare Childhood Language Centers across California—seven of which are university partnerships. Each location offers life-changing, donor-funded therapy for children ages 2–18 with speech-language and literacy challenges stemming from developmental, neurological, or medical conditions. Together, we’re building a future where every child can be heard, understood, and confident. How You Can Help Your generosity fuels the work happening right here in Stockton. $125 funds approximately one hour of therapy. $6,000 can support a full year of care for one child. 100% of services are free to families—because of donors like you. Learn More Read the University of the Pacific’s article Visit the RiteCare Childhood Language Center of Stockton Explore all 19 Language Centers

Learning to read with impairments in phonological processing, fluency or speed, and reading comprehension can be difficult. Struggling readers can get frustrated with their inability to keep up with their peers, which can lead to low self-esteem, depression, and anxiety. Children who suffer from reading disabilities need all the support they can get. That’s why in this article we will go over the common types of reading disabilities, and some ideas for treating them. With the right kind of support , these children will be able to cope and sometimes even overcome these learning obstacles. Dyslexia The most common reading disability is dyslexia, with an estimated 5-10% of the world population affected by it. This learning disability is characterized by difficulty with phonemes and a phonological deficit. This means they will have trouble matching the letters on a page with the sounds they make. Being unable to find the right sound causes the child or adult to spell words incorrectly, have difficulty learning a second language, and have difficulty with reading fluency. It must be said that being dyslexic has nothing to do with intelligence. Even though people who suffer from dyslexia may read slowly, they typically are creative, motivated, and have a strong ability to reason. Many successful people are said to be dyslexic, including Albert Einstein, Steven Spielberg, and Jim Carrey. Symptoms There are some early warning signs to look for if you suspect your young child has dyslexia: They start talking at a later stage than other kids their age Difficulty remembering or naming numbers, letters, and colors Reversing sounds in words Confusing words that sound similar Low phonological awareness; trouble learning nursery rhymes or rhyming in general Difficulty spelling Difficulty matching words with their meanings Problems remembering sequences There are several types of dyslexia: Dyseidetic/visual dyslexia: This type of dyslexia is characterized by trouble decoding and/or spelling words. This difficulty is caused by an inability to remember or revisualize the word, especially sight words (be, but, do, have, etc.) He or she will often reverse words or letters when reading. This represents a problem with visual processing and word sequencing. Dysphonetic/auditory dyslexia: When the learner has difficulty with decoding and/or spelling words because he or she is unable to associate the right sound with the right symbol, this is auditory dyslexia. This means the child has a deficit in auditory processing and linking the sound to the visual cue. Dysphoneidetic/mixed dyslexia: This type occurs when the learner has trouble with both visual and auditory processing. Causes Dyslexia is caused by genes. So if someone in the family has it, it will mean the child is predisposed to be dyslexic. And if you have it, your child has a 50% chance of having it. Specifically, dyslexia is caused by the brain processing written words differently than non-dyslexic brains do. For reading, dyslexic brains rely on Broca’s area in the frontal lobe, while strong readers rely on the area between the Occipital and Temporal lobes. This area at the back left of the brain allows the reader to recognize words quickly, while the area in the front of the cerebrum isn’t as effective. This explains the difficulty dyslexic readers have quickly processing words. Treatment options Early intervention is key when it comes to helping children with dyslexia. Some children have a mild form of the disability which they can overcome with the right instruction. But, every child experiences dyslexia differently. Some will struggle with it throughout their life. However, this doesn’t mean those with severe dyslexia can’t go to college or find success in their life. With the right tools, your child can learn how to cope with a dyslexic impairment. Let’s take a look at some forms of treatment that can help your child cope with dyslexia, and hopefully overcome it. Reading Programs Oftentimes a tutoring program or special education program can help a child overcome the difficulties of dyslexia. Finding an experienced reading specialist can give your child the extra help they need to learn phonics and sight words, word recognition, increase their phonological processing speed, reading comprehension, more effective writing, and improve their overall reading skills. Your specialist or tutor may use the Orton-Gillingham technique or multisensory instruction to help your child learn to read. The Orton-Gillingham technique helps poor readers match letters and sounds, as well as learn the sounds of letters within words. And using multisensory tools can also give your child another dimension to help them improve both their writing and reading abilities. Individualized Education Plans (IEPs) Schools are required by law to set up IEPs for children with learning difficulties. These are learning plans specialized for each child’s specific learning disabilities. It will take into account your child’s needs and how the school plans to meet those needs. The plan will be updated yearly to factor in any progress or difficulties encountered during that year. The IEP may include special education provided by the school’s learning or reading specialist to help with reading instruction. These may be one-on-one sessions or group sessions with other special needs students. Your child may also be provided with special accommodations in their classes, including audiobooks, more time to complete tests, and the opportunity to use text-to-speech in their classes. Emotional Support Dealing with dyslexia can leave a child feeling anxious, angry, and depressed. They may have trouble expressing the way their issue makes them feel, and it is up to the parent to help them learn to talk about their feelings. As a parent, be sure to avoid making grades a priority or using words like “lazy” and “hopeless”. Avoid perfectionistic thinking and instead celebrate small successes after setting realistic goals. It can also be helpful to join a support group to normalize dyslexia and help your child feel less alone. Alexia Alexia, also known as acquired dyslexia, is a reading disorder that leaves the person unable to understand written material. These individuals are typically able to write, spell, and understand speech, but can have trouble reading. This can even include the inability to read something they just wrote. Symptoms There are two categories of alexia: Peripheral alexia and central alexia. Those with peripheral alexia have a visual blockage and include the types hemianopia, neglect, and attentional alexia. Central alexia is a general language disorder, and the person is unable to read well, and may also have problems with speech and writing. The types of central alexia include: Phonological alexia: The most common form of alexia, this disorder leaves the person unable to read words they are unfamiliar with. They also have trouble sounding out written words. Deep alexia: This is a more severe version of phonological alexia. Additionally, those with deep alexia can confuse the meanings of words for those with related meanings. As an example, the word “cat” can be confused with the word “dog”. Pure alexia/alexia without agraphia/letter-by-letter reading: Those with pure alexia can name individual letters, but have trouble reading the words themselves and word sequences. Surface alexia/orthographic alexia: Those with surface alexia have no issue with regular words like “cat”, especially single syllables, but will struggle with word recognition of irregular words, such as “patient”. Causes Alexia, though rare, is caused by injuries, damage, or trauma to the brain. It is most often associated with stroke victims and other neurological issues. Specifically, the alexic person acquires brain lesions that disconnect the parts of the brain that makes visual associations with the ones that interpret language. Treatment options Those with alexia will get treatment options recommended by their speech-language pathologist and/or ophthalmologist. What type of treatment they get will depend on what case of alexia the person has, and how severe it is. Here are a few options you may encounter: LiPS (Lindamood Phoneme Sequencing Program): LiPS has been used in many studies to help patients identify sound sequences within words. This helps them find the differences between words by learning to sound them out. Read Right Therapy : This form of therapy features written text that moves across a screen, from right to left. The patient can control how quickly the words move and the topic of the text. This form of treatment is most helpful for those with hermianopic alexia. Tactile-kinesthetic: As previously mentioned, multisensory treatments can help those with reading difficulties. Using tactile-kinesthetic includes the use of touch and movement to determine letters and words. Multiple Oral Reading (MOR): With MOR, the patient will re-read a specific text for half an hour daily, for a week straight. This reading intervention technique will help improve reading fluency. Hyperlexia A child with hyperlexia can read much earlier and at a much higher level than other kids their age. The hyperlexic child excels at decoding language, which enables them to read very early. They can be very good at spelling long words before the age of two and will be blazing through whole sentences the following year. However, these children may have trouble understanding speech. They also may struggle with comprehension deficits. Hyperlexics differ from children who are gifted readers because they will have below-average oral language skills. Symptoms There are a few signs that may indicate that your child is hyperlexic: Is fascinated by things like letters, numbers, fonts, languages, anatomy, and geography Difficulty speaking or communicating May have some behavioral problems like poor eye contact, trouble giving and receiving affection, withdrawal, and repetitive behaviors Low language comprehension skills Will teach themselves to read or with little teaching Will like books more than toys or games There are several types of hyperlexia. They are: Hyperlexia I: This type, though rare, includes neurotypical children who are reading very early. Oftentimes they are able to read at a 7th-grade level upon starting kindergarten. Hyperlexia II: This includes children who are autistic. Kids with hyperlexia II are obsessed with letters and numbers and things like birthdays, license plate numbers, or the solar system. They will show behavioral problems like avoiding eye contact, withdrawal, and easily feeling sensory overload. Hyperlexia III: This type of hyperlexia can show some of the autistic behaviors mentioned above, but they will typically go away. Those with hyperlexia III can have amazing memory and comprehension skills but will have difficulty speaking. Causes Hyperlexia is often associated with autism. However, as you can see from the types listed above, not all hyperlexics are on the autism spectrum. And not all autistic children have hyperlexia (it is estimated only between 6 to 14% are affected by it). Therefore, the causes of hyperlexia are still unknown and more research is needed. Treatment Options Your child’s hyperlexia treatment plan should be tailored to their exact needs. He or she may need learning assistance over a few years, or it may have to extend into the foreseeable future. Speech therapy: To help improve a child’s expressive language, spoken word comprehension, and social interaction, working with a speech therapist can help. He or she will use things like visual timetables/schedules, pictures, visual prompts, association games, cause and effect predictions, and social stories. Occupational therapy (OT): OT can help your child improve their fine motor skills, impulse control, motor planning, and more. Individualized education programs (IEPs): As we’ve mentioned above, those with learning disabilities are allowed IEPs when entering school. These plans will lay out a designated path for your child’s specialized learning needs. Learners will get extra help in difficult subjects and with the skills they lack. The Right Support Makes All the Difference Dyslexics struggle with matching letters and sounds. Alexics struggle with injury-related reading issues. Hyperlexics may struggle with speaking and/or reading comprehension. Whether your child suffers from reading disabilities like dyslexia, alexia, or hyperlexia, having your support will make all the difference. Whatever obstacle he or she faces, it is important to be patient and understanding while your child encounters reading problems. We here at RiteCare Childhood Language Centers of California hope to help your child realize his or her full potential. We offer free speech, language, and literacy therapies that will improve your child’s communication skills and help overcome reading disabilities. You have our support.

As the official first day of fall quickly approaches (September 22) we are still experiencing high temperatures here in Orange County.  But step inside our clinic and see our ability to imagine the fall leaves and sunflowers.  We welcomed fifteen new Chapman University interns this month.  Yes, fifteen!  This is the first time we have been open 5 days per week instead of 4, allowing us to offer more internship experiences and to reach more families.  The children love being back and receiving one-on-one attention from the new clinicians with their new ideas. We have started the process of refreshing the clinic as the building maintenance has finished up their fixes.  We are looking forward to the next steps with new paint and some new furniture.     Written By: Leora Shaffer, M.A., CCC-SLP, Clinic Director

Theresa introduces a young client to the "Cariboo" game, reflecting fond memories from her own experiences, now from the practitioner's perspective. In this interview, we share a remarkable story of transformation, resilience, and generosity. Theresa, once a child receiving speech-language therapy, is now a graduate student clinician pursuing her master's degree in speech-language pathology. She expects to graduate next year and is currently completing her clinical practicum under the mentorship of her former therapist, Rachel, at our RiteCare Childhood Language Center of San Jose . This inspiring journey illustrates the profound impact of the RiteCare Childhood Language Center programs, highlighting the essential role donors play in transforming lives. Theresa’s path from a client overcoming personal communication challenges to becoming a dedicated clinician herself is a powerful testament to the difference made possible through the generosity of donors. How did your family first seek speech-language therapy for you? Theresa:  My mom noticed my articulation issues around the same time my two older siblings were receiving therapy. Initially, my limited expressive language delayed immediate evaluation, but eventually, I was referred for services. What challenges did you face as a child before starting therapy? Theresa:  Communication was extremely challenging for me, especially with unfamiliar people. I struggled with confidence due to difficulty articulating certain sounds and fear of being bullied. What impact did receiving speech therapy have on your life? Theresa:  It changed everything. The therapy laid a foundation for me, helping me grow confident in communicating. Honestly, I wouldn't be where I am today if it wasn’t for those early sessions provided by Rachel. Now I can openly engage and communicate effectively, something that was unthinkable before. Rachel, can you reflect on the Foundation's unique role and impact in providing these services? Rachel:  RiteCare allows us to deeply touch kids' and families' lives. Unlike services in schools or private practices with billing and insurance limitations, here we have the freedom to genuinely connect and spend the necessary time with families and children. Donors make this possible by removing barriers and enabling us to offer each child exactly what they need. The impact is truly profound and magical. Theresa, what inspired you to pursue a career as a speech-language pathologist? Theresa:  I vividly remember the frustration I felt as a child. I want other children facing similar struggles to know they can overcome their challenges. It's my passion and joy to support and encourage them, just as my therapists and RiteCare supported me. Theresa guides her young client through a hands-on learning activity, fostering engagement and skill development. Rachel, you were Theresa's therapist and now her mentor. What's this experience been like for you? Rachel:  It's incredibly special. Having Theresa intern alongside me highlights the profound and lasting impact RiteCare has on individuals and their families. This full-circle moment with Theresa reaffirms how donor-supported services truly change lives. Theresa, what's the experience been like to intern with Rachel, your former therapist? Theresa:  It’s humbling and empowering. Rachel has been a consistent mentor, inspiring my professional journey. Being able to learn directly from her and apply this knowledge practically in my clinical practicum has been transformative, reinforcing my dedication to becoming an SLP. What part of speech therapy most interests you professionally? Theresa:  I am particularly drawn to working with children who are nonverbal and using Augmentative and Alternative Communication (AAC) devices. My experience as a paraeducator with children who have autism deeply influenced this passion. Communication isn’t only about speaking; it's about ensuring everyone has a voice, no matter the method. How does it feel to be coming full circle—from client to clinician? Theresa:  I feel incredibly grateful. Graduate school is challenging and demanding, but every step reaffirms my commitment. Knowing I'm able to give back directly to the community that supported me motivates me daily. I hope my journey inspires others, showing them that overcoming communication challenges is possible. What would you like to say to the donors who support programs like RiteCare? Theresa:  Thank you so much. Without your generosity, I truly wouldn’t be here today, able to give back in this way. Your support changes lives in profound and lasting ways. Rachel:  Immense gratitude is truly deserved. Donors enable us to offer essential services without barriers, meeting each child's unique needs. This support creates magic, allowing us to deeply impact children and their families, making extraordinary outcomes like Theresa's journey possible. Any final thoughts? Theresa:  Just gratitude—for Rachel, for RiteCare, and for every donor who helps make stories like mine possible. It’s been a wonderful, humbling journey, and I’m eager to continue giving back once I graduate and start practicing as a speech-language pathologist.

Tosh Saruwatari, Jim Eichbaum, Steve Hauber, Christina Magaña, Ashley Kramer, and Roger Moore stand proudly, showcasing a generous donation of educational toys and supplies at an information station. The California Scottish Rite Foundation is thrilled to share some wonderful news from our Stockton community! The Stockton Scottish Rite has generously donated $5,000 to the Stockton RiteCare Childhood Language Center (CLC). With this incredible gift, our clinic was able to purchase essential supplies directly from the wish list of the clinic director—resources that will make an immediate impact on children receiving speech and language therapy. Earlier this week, members Tosh Saruwatari, Jim Eichbaum, Steve Hauber, and Roger Moore joined clinic staff Christina Magaña and Ashley Kramer to deliver the new supplies. The team described the moment as feeling “just like Christmas!” Thanks to this donation, children will now have access to a wide range of new tactile objects and therapy tools that make practicing speech and language skills fun, engaging, and encouraging. This donation is a powerful example of how our local Scottish Rite bodies make a difference for children and families right in their own communities. We extend our deepest gratitude to the Stockton Scottish Rite for their generosity, and to the clinic staff who work every day to change lives through improved communication and confidence.

Speech therapy: Speech therapy is a powerful tool that transforms lives by helping individuals overcome communication challenges. Whether it’s a child struggling with speech delays or an adult recovering from a stroke, speech therapy offers practical solutions that improve daily interactions and overall quality of life. This article explores how speech therapy works, its benefits, and why it is essential for many people. Understanding Speech Therapy and Its Impact Speech therapy focuses on diagnosing and treating speech, language, and communication disorders. These disorders can affect how a person speaks, understands language, or uses their voice. Speech therapists, also known as speech-language pathologists, use specialized techniques to help clients improve their communication skills. For example, a child with a lisp may learn exercises to position their tongue correctly, while an adult with aphasia after a stroke might practice word retrieval and sentence formation. Speech therapy is tailored to each individual’s needs, making it a highly effective intervention. The impact of speech therapy goes beyond just speaking clearly. It enhances social skills, boosts confidence, and opens doors to better educational and professional opportunities. When communication improves, relationships strengthen, and people feel more connected to their communities. Speech therapist helping a child with speech exercises The Role of Speech Therapy in Different Life Stages Speech therapy is beneficial at any age. For children, early intervention can address developmental delays and prevent future learning difficulties. Speech therapists work on sounds, vocabulary, and language comprehension, helping children express themselves clearly and understand others. In adults, speech therapy often focuses on recovery from injuries or illnesses such as strokes, traumatic brain injuries, or neurological conditions like Parkinson’s disease. Therapy may involve relearning speech patterns, improving swallowing, or managing voice disorders. Older adults can also benefit from speech therapy to maintain communication skills and manage age-related changes. For instance, therapy can help with cognitive-communication disorders that affect memory, attention, or problem-solving. By addressing specific challenges at each life stage, speech therapy supports independence and enhances quality of life. Speech therapy tools used for language development How Speech Therapy Supports Emotional and Social Well-being Communication is at the heart of human connection. When speech or language difficulties arise, they can lead to frustration, isolation, and low self-esteem. Speech therapy not only improves communication but also supports emotional and social well-being. Therapists create a safe and encouraging environment where clients can practice new skills without fear of judgment. This positive experience helps build confidence and reduces anxiety related to speaking or social interactions. For children, improved speech can lead to better peer relationships and academic success. Adults regain the ability to participate in conversations, express their needs, and engage in social activities. These changes contribute to a happier, more fulfilling life. In some cases, speech therapy also involves family members, teaching them strategies to support communication at home. This collaborative approach strengthens bonds and creates a supportive network. Speech therapy environment designed for comfort and engagement Practical Tips for Maximizing Speech Therapy Benefits To get the most out of speech therapy, consistency and active participation are key. Here are some actionable recommendations: Set clear goals - Work with your therapist to identify specific, achievable objectives. Practice regularly - Use exercises and techniques learned during sessions at home. Stay patient - Progress can be gradual, so celebrate small improvements. Engage family and friends - Encourage them to support communication efforts. Use technology - Apps and online resources can supplement therapy. Communicate openly - Share feedback with your therapist to adjust the approach as needed. By following these tips, individuals can accelerate their progress and maintain gains over time. Accessing Quality Speech Therapy Services Finding the right speech therapy provider is crucial. Look for licensed and experienced speech-language pathologists who specialize in the relevant area of need. Many clinics offer evaluations to determine the best course of treatment. If you are a parent looking for more information or services near you, check our locator to see if there is a Language Center near you. For those in the Anaheim area, resources like casrf.org/orangecounty provide access to professional speech therapy services and support programs. These organizations often offer personalized care plans and community-based support. Insurance coverage and financial assistance may be available, so it’s important to explore options to make therapy affordable. The Lasting Effects of Speech Therapy on Life Speech therapy is more than just improving speech sounds or language skills. It changes lives by empowering individuals to communicate effectively, connect with others, and participate fully in society. The benefits extend to emotional health, education, employment, and personal relationships. Whether overcoming a speech delay, recovering from a neurological event, or managing a lifelong condition, speech therapy offers hope and practical solutions. It is an investment in a better future, opening doors to opportunities that might otherwise remain closed. By embracing speech therapy, people gain the tools they need to express themselves confidently and live richer, more connected lives.

Literacy is a fundamental skill that shapes our ability to communicate, learn, and participate fully in society. It is not just about reading and writing but also about understanding and using information effectively. Literacy programs play a crucial role in helping individuals of all ages develop these essential skills. Whether for young children just starting school, adults returning to education, or seniors seeking to stay mentally active, literacy programs provide valuable support and opportunities. Why Literacy Programs Matter Literacy programs are vital because they address the diverse needs of learners at different stages of life. For children, early literacy programs lay the foundation for academic success and lifelong learning. For adults, literacy programs can open doors to better job prospects, improved health outcomes, and greater civic engagement. Seniors benefit from literacy activities that help maintain cognitive function and social connections. These programs often go beyond basic reading and writing. They include digital literacy, financial literacy, and critical thinking skills, which are increasingly important in today’s world. By participating in literacy programs, individuals gain confidence and independence, enabling them to navigate everyday challenges more effectively. Benefits of Literacy Programs Improved academic performance for children and youth Enhanced employment opportunities for adults Better health management through understanding medical information Increased social participation and community involvement Cognitive stimulation for older adults Children engaged in a literacy program in a classroom Different Types of Literacy Programs Literacy programs come in many forms, tailored to meet the needs of various age groups and learning styles. Some common types include: Early childhood literacy programs : Focus on developing pre-reading skills through storytelling, phonics, and interactive activities. Adult literacy classes : Help adults improve reading, writing, and numeracy skills, often combined with job training or language learning. Family literacy programs : Encourage parents and children to learn together, fostering a culture of reading at home. Digital literacy workshops : Teach essential computer and internet skills to bridge the digital divide. Community-based literacy initiatives : Provide accessible learning opportunities in libraries, community centers, and online platforms. Each program type addresses specific challenges and goals, making literacy education more inclusive and effective. What are structured literacy programs? Structured literacy programs are evidence-based approaches designed to teach reading and writing systematically and explicitly. These programs emphasize the understanding of language structure, including phonology, morphology, syntax, and semantics. They are particularly effective for learners with dyslexia or other reading difficulties but benefit all students by providing clear, sequential instruction. A structured literacy program typically includes: Phonemic awareness : Recognizing and manipulating sounds in words Phonics : Connecting sounds to letters and letter patterns Fluency : Developing speed and accuracy in reading Vocabulary : Building a strong word bank for comprehension Comprehension strategies : Enhancing understanding of texts This approach contrasts with less explicit methods by ensuring that learners receive direct instruction in the foundational components of literacy. It supports long-term reading success and helps close achievement gaps. How Literacy Programs Support Lifelong Learning Literacy is not a skill that is mastered once and forgotten. It evolves as individuals encounter new information and technologies. Literacy programs support lifelong learning by adapting to changing needs and contexts. For example, adults returning to education may need help with reading technical manuals or understanding digital communication. Seniors might benefit from programs that combine literacy with social activities, such as book clubs or writing workshops. Schools and community organizations often collaborate to create pathways that encourage continuous learning. Practical recommendations for supporting lifelong literacy include: Encouraging reading habits at home and in the community Providing access to diverse reading materials that reflect learners’ interests and cultures Integrating technology to enhance learning and engagement Offering flexible program schedules to accommodate different lifestyles Training educators in effective literacy instruction methods By fostering a culture of literacy, communities empower individuals to thrive personally and professionally throughout their lives. The Broader Impact of Literacy Programs The benefits of literacy programs extend beyond individual learners. They contribute to stronger, more equitable societies by: Reducing poverty through improved employment and income opportunities Enhancing public health by enabling better understanding of health information Promoting social inclusion and reducing isolation Supporting democratic participation by increasing access to information and critical thinking skills Driving economic growth through a more skilled workforce Investing in literacy programs is an investment in the future. Governments, nonprofits, and businesses all have roles to play in expanding access and improving program quality. Community members engaging in literacy activities at a library Taking Action: How to Get Involved Everyone can contribute to the success of literacy programs. Here are some ways to get involved: Volunteer as a tutor or mentor in local literacy initiatives Donate books, materials, or funds to support program development Advocate for policies that prioritize literacy education and funding Promote awareness about the importance of literacy in your community Encourage participation by sharing information about available programs By working together, we can ensure that literacy programs reach all who need them, regardless of age or background. Literacy programs are essential tools for empowering individuals and strengthening communities. They provide the skills necessary to navigate an increasingly complex world and open doors to new opportunities. Whether through early childhood education, adult learning, or specialized approaches like a structured literacy program , these initiatives make a lasting difference. Supporting and expanding literacy programs benefits everyone, creating a more informed, capable, and connected society.

CASRF’s Speech-Language Pathologist Chair and San Diego Center Director, Tina Burns (right), shares a triumphant high-five with her client during an engaging iPad-based therapy session at the San Diego RiteCare Childhood Language Center. The California Scottish Rite Foundation gratefully acknowledges the  San Diego County Employees’ Charitable Organization  for their $1,000 grant award. Thanks to this generous support, we’ve been able to acquire new iPads for our RiteCare Childhood Language Center of San Diego, enhancing both in-clinic and teletherapy services for children with speech-language needs. At our San Diego center, we provide free, high-quality speech-language therapy to young learners across a wide spectrum of communication challenges. Integrating iPads into our program lets our certified speech-language pathologists leverage interactive apps and digital tools to make therapy sessions more engaging and accessible. From articulation exercises and language-building games to social skills activities, these devices empower children to practice and track their progress in real time—whether they’re in the clinic or joining remotely. This grant not only equips us with the technology to innovate our therapy offerings, but also reinforces our commitment to removing barriers to communication success. We look forward to sharing the positive outcomes these iPads bring and celebrating the strides our students will make with this enhanced support. To learn more about our RiteCare Childhood Language Centers or to make a donation that directly impacts children’s lives, please visit  https://casrf.org/sandiego .