Search the Reed Learning Hub
The ABCs of language,
learning, and literacy disorders.
Learning Hub
Said simply: Decoding all the Jargon into everyday human language for parents.
(Augmentative and Alternative Communication)
AAC
They are communication tools or systems that help someone express themselves
ADLs
(Activities of Daily Living)
They are everyday routines: brushing teeth, getting dressed…
Adaptive Learning
It’s when a learning system grows with the child
Aided language input
It’s when language is modeled using the learner’s supports before expecting output
(Partner Modeling / Augmented Inputs)
Antecedent clarity
It’s making instructions/cues clearer before a response is needed
Carryover
It’s when skills show up outside therapy
Chaining
It’s teaching routines in step-by-step in order
It’s when you follow the child’s interests and choices to drive learning
Child-led learning
Cognitive or Processing load
It’s the mental effort required in the moment
Comprehension scaffolds
They are in-the-moment supports that make understanding easier
It’s when when a tool or approach isn’t a good fit (usually or for safety orresponse reasons)
Contraindications
These are the levels of help toward needed on the path to independence
Cue or Prompt hierarchy
A multisensory approach that pairs speech with visual/tactile cues to support language and articulation
DuBard Association Method
Dynamic text or highlighting
It’s when a printed word or support is tied to what’s being said
Dysregulation
It’s when the body or behavior isn’t feeling normal enough to engage
It’s when you connect spoken language to early reading readiness
Early literacy bridging
It’s a method for naturalistic language teaching in everyday interaction
Enhanced Milieu Teaching (EMT)
Being able to say or write what they mean
Expressive language
Fidelity
(implementation/treatment fidelity)
It’s when everyone using the approach the same way
It’s communication that works in common daily situations (request, refuse, help, share)
Functional Communication
When someone uses skills across different people, places, materials, or activities
Generalization
It’s a quick check to see if the skill works in real life with a new person, place, or activity
Generalization probe
It’s a quick check to see if the skill works in real life with a new person, place, or activity
Joint attention
It’s a quick check to see if the skill works in real life with a new person, place, or activity
Maintenance
Modeling (before expecting)
Is when you say or show examples first
It’s when you practice skills and work toward goals inside daily routines
Naturalistic practice
Naturalistic Developmental Behavioral Interventions (NDBI)
They are developmental + behavioral strategies in natural routines
It’s a structured, step-by-step way to teach reading/spelling (sound ↔ print)
Orton–Gillingham (OG)
It’s when learning is faciliated through play routines, toys, and games
Play-based learning
Progress monitoring
It’s when changes are tracked over time
It’s when you gradually remove prompts to allow learner independence to increase
Prompt fading
Pivotal Response Treatment (PRT)
It’s a therapy approach that uses play and everyday moments to build key skills for unlocking new progress
Understanding what someone means, whether it’s said out loud, shown with pictures/symbols, or written down
Receptive comprehension
It’s when you follow the learner’s lead and responding in-the-moment
Responsive interaction
Retention
It’s when they hold on to what they’ve learnered
Scaffolding
Step-by-step support to foster progress
Social communication
Everyday conversation and play skills
Speech-to-print mapping
It’s when you show the written word while you say it out loud.
It’s when you highlight the important part so there’s no guessing
Stimulus clarity
These are step-by-step ways of teaching reading that connects sounds to letters.
Structured literacy
Task analysis
Breaking down a routine into smaller step
Universal Design for Learning (UDL)
It’s when you design experiences to support different types of learners
It’s when you provide visual cues/symbols that stabilize meaning and reduce load
Visual supports
What all that means for you learner…
-
![]()
Meaning-forward
When language is hard to process, connection becomes hard to keep.
-
![]()
Sensory syncing
Language becomes clearer when information arrives together
-
![]()
Hear → See → Read
Neurodivergent reading begins with meaningful language experiences
-
![]()
Carryover in real life
Progress matters most when it shows up outside of structured sessions.
-
![]()
Alongside Therapy
Augmenting – never replacing – therapy and the its progress gains.
-
![]()
Research & Reed
20 core evidence themes behind Reed’s methods and the guardrails we follow.
-
![]()
Reed For Families
Q&A on the evidence-based supports and making it usable in homes.
-
![]()
Supporting Therapists
Q&A on carryover, generalization, and alignment across stakeholders.
