The Forest Hill Reading Clinic

310 Rushton Rd,
York, ON M6C 2X9
Tel: 416-516-2842

Helping children conquer Reading and Spelling problems by using a Science and Research Based Approach to Learning.

Welcome to The Forest Hill Reading Clinic!

The Forest Hill Reading Clinic offers academic therapy using the Remediation Plus System, to students with reading, writing and spelling difficulties.

Students benefitting from this program include those diagnosed with learning difficulties, ADD, ADHD, and dyslexia, as well as ESL students and emergent readers.

The Remediation Plus program offers one-to-one instruction. The curriculum is structured, systematic, researched based, science-based and multi-sensory. Its foundation is a sound grounding in phonological awareness.

It is a well known fact, that most reading difficulties relate to a lack of education in phonemic instruction. The results are that one fifth of the students in most public school classes in Toronto are experiencing reading difficulties.

This is not due to a lack of intelligence on the part of the student but to a lack of informed instruction and a lack of interest in language reform, on the part of the school boards.


  • All Remediation Plus Academic Therapists are certified Ontario teachers.
  • There is one to one instruction.
  • Usually within the space of 24, hour long sessions a child will move one grade level.
  • The teaching of phonemic awareness as a FIRST step in learning how to read well is the basis of the program.
  • The instructional approach is multi-sensory.


  • Remarkable for the students
  • Exhilarating for the parents
  • Improved CASI and EQAO scores in the classroom
  • Students can move out of Special Education classess, once they reach grade level in reading
  • 95% of students are successfully remediated with Remediation Plus

The Mission Statement
of the Remediation Plus System

"To help children and their parents conquer Reading and Spelling problems by using a Science and Research Based Approach to Learning"


Commentary from the American National Research Council: Committe on the Prevention of Reading Difficulties in Young Children "Numerous studies have shown that learning to read can b facilitated by providing explicit intervention that directs children's attention to the phonological structure of words, indicating that phonological awareness plays a causal role in learning to read."