Lab Learning and Speech

22/10/2026

This Dyslexia Awareness Month, we’re recognising the challenges, the strengths and the potential of every learner with dyslexia because it can present differently from child to child.

For some learners, reading may be possible, but it’s slow, tiring and requiring far more effort than you realise. For others, the first thing parents notice isn’t the reading itself.

It’s avoidance, frustration, homework battles. Sometimes it’s a child beginning to believe they simply aren’t good at learning. Recognising the signs is the first step towards understanding what support may be needed.

20/10/2026

Evidence-based intervention isn’t about finding a clever trick that suddenly makes everything easy.

At LAB Learning & Speech, intervention is structured, systematic, explicit and multisensory with skills taught progressively so learners can build strong foundations before moving on to more complex tasks.

Our therapists are degree-qualified professionals with specialist Orton-Gillingham training and accreditation with the Australian Dyslexia Association.

Because effective intervention isn’t about doing more. It’s about doing what works.

18/10/2026

Sometimes the first sign that a child is finding learning difficult isn't a report card. It's the tears before school. The homework battles. Or hearing your child say, "I'm just not good at this."

This is why recognising a learning difficulty matters. Not to define what a child can't do, but to understand how they learn and what support could help.

Parents often arrive at LAB Learning & Speech after months, sometimes years, of trying to work out what is happening. They may have tried tutoring, spoken with teachers and other professionals and wondered whether they're doing enough.

Our role is to understand the child behind the difficulty, recognise their strengths and determine what kind of support may help them move forward.
A learning difficulty is part of the picture, but it doesn't define what that child is capable of. Call us today.

14/10/2026

A child can have brilliant ideas, an incredible vocabulary, strong problem-solving skills and endless curiosity and still find reading incredibly difficult.

Dyslexia is not an intelligence issue, and difficulty reading should never be mistaken for a lack of ability.

At LAB Learning & Speech we specialise in supporting specific learning difficulties to help your child learn, believe and achieve.

14/10/2026

‘Maybe we’ll wait and see how they go next year.’

It’s a completely understandable thought, but if your child has spent much of this year struggling, Term 4 can actually be a really valuable time to begin.

It gives you time to better understand what’s happening, identify the right support and start working towards progress before another school year begins.

Instead of entering next year with the same uncertainty, you can enter it with a clearer picture and a plan. Term 4 places are now available.

12/10/2026

If your child has been struggling with reading, spelling, writing, language or learning - or you simply feel like something isn’t clicking - now is a great time to start the conversation.

Term 4 is the time to understand why learning feels hard, find the right support and start building skills and confidence before the new school year begins.

Our team provides individualised learning and speech therapy designed around each child’s needs. Enquire about Term 4 availability today.

11/10/2026

Noticing the signs of a learning difficulty…? Run …don’t walk…. Don’t wait. Early identification… early intervention..

07/10/2026

Often, children come to us feeling disengaged or with low confidence in their learning, and we get it, when learning has felt tricky for a long time, it can be hard to believe in yourself.

We monitor progress closely, so we know what’s working, what’s changing and where support needs to go next. But progress isn’t only measured on paper, it’s also seeing a child start to back themselves, have a go, feel capable and believe that learning can get easier. Because it can (and it will).

06/10/2026

Difficulties with number facts, place value, calculations, mathematical vocabulary or understanding how concepts relate to one another can make maths incredibly demanding.

For some learners, these difficulties may be associated with dyscalculia. The right support helps break mathematical concepts into manageable steps and gives learners opportunities to build both understanding and confidence. Call us today.

07/07/2026

Many children are told they’ll “catch up” —but a wait-and-see approach is not recommended, as it can allow the gap to grow over time.

In our latest blog, we discuss:

• why early reading difficulties should not be ignored
• how reading skills build step by step
• why small gaps can become larger over time
• the importance of phonological awareness, letter-sound knowledge and decoding
• how early, evidence-based intervention can support confidence and learning

Read the full article here:
https://lablearningandspeech.com.au/why-waiting-can-make-reading-difficulties-harder-to-overcome/

LAB Learning and Speech offers comprehensive assessments to help identify your child’s strengths and areas that may require support, while guiding the right pathway forward.

0401 231 522
https://lablearningandspeech.com.au/contact/

Learn. Achieve. Believe.

References
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934
National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Seidenberg, M. S. (2017). Language at the speed of sight: How we read, why so many can't, and what can be done about it. Basic Books.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. National Academy Press.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/10.1598/RRQ.21.4.1
Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6–19.
Wolf, M. (2018). Reader, come home: The reading brain in a digital world. Harper.

Treatment for learning difficulties Australia. Therapy for difficulties with reading, writing, spelling & mathematics - Hunter, NSW or online