Speech-Language Therapists We Work With Come to Your Queens, NYC Home! | Best In-Person Private Pay Speech Language Literacy Testing | Free Consultation and Meet & Greets With Our Professionals
Queens speech language literacy testing helps families understand a child’s communication, reading, writing, and school-readiness skills and identify appropriate next steps.
We provide in-home speech language and literacy testing throughout Queens, with remote options available when appropriate.
Queens Letters supports toddlers through elementary-age children with proactive, school-aligned academic and speech-language support delivered in the home. Families in Forest Hills, Rego Park, Kew Gardens, Fresh Meadows, and nearby Queens neighborhoods can access individualized support without traveling to a learning center.
Queens Letters focuses on speech language, literacy, and math intervention that is proactive, early, and enrichment oriented academic and speech language support.
As Featured In:
QUEENS, NYC NEIGHBORHOODS
We travel to Arverne, Astoria, Bayside, Belle Harbor, Bellerose, Breezy Point, Douglaston, Elmhurst, Floral Park, Forest Hills, Fresh Meadows, Glen Oaks, Hillcrest, Jackson Heights, Jamaica Estates, Jamaica Hills, Kew Garden Hills, Kew Gardens, Little Neck, Long Island City, Neponsit, Oakland Gardens, Rego Park, Richmond Hill, Ridgewood, Rockaway, Rockaway Beach, Rockaway Park, Roxbury, Sunnyside, Utopia, Woodside, and more!
Licensed Speech-Language Pathologists and Therapists
We travel to you and we also offer remote services. Some of the speech-language pathologists we work with are trained in the Orton Gillingham approach. Numerous licensed speech-language pathologists are trained in literacy and offer support with decoding, spelling and reading fluency services. Licensed speech-language pathologists and therapists work with babies, toddlers, school-age students, and adults with expertise in:
What This Service Is: Speech Language Literacy Testing in Queens
Queens speech language and literacy testing examines communication and academic skills that support classroom participation, reading, writing, and school readiness.
Testing can help families understand current strengths, emerging skills, and areas where additional instruction may be useful. Depending on the child and family’s goals, testing may consider speech and language development, phonological awareness, decoding, reading, spelling, writing, and related learning skills.
The goal is not simply to identify difficulty. Testing can also help families make proactive decisions about maintaining progress, preparing for school expectations, or providing more advanced instruction.
When Families Seek This Support
Queens families seek testing for early concerns, proactive planning, and decisions about academic or language enrichment.
Families often begin with different goals:
- Early concerns: A child may not be progressing as expected in speech, language, reading, spelling, writing, or classroom communication.
- Proactive support: Parents may want a clearer picture of skills before kindergarten, a new grade, or increasing school expectations.
- Advanced learners: Families may want to understand whether a child is ready for more advanced literacy, language, or academic instruction.
Many Queens families begin support early rather than waiting. Proactive support helps prevent gaps from developing while giving families a clearer picture of a child’s current learning profile.
How It Works
In-home testing allows specialists to evaluate relevant skills while working directly with families in Queens homes.
The process begins by identifying the family’s questions and the child’s current school or developmental stage. Appropriate measures and learning tasks are then selected to clarify strengths, current skills, and areas that may benefit from additional support.
After testing, families can use the findings to make informed decisions about speech and language development, literacy instruction, school readiness, or academic enrichment. In-home support can continue when appropriate, with remote options available when they fit the child and service.
When Children Benefit
Testing can support decisions when families notice emerging concerns, want to prevent gaps, or are considering enrichment.
A child may benefit when speech or language skills seem less developed than expected, reading or writing progress becomes inconsistent, or classroom demands begin changing. Testing can also be useful before difficulties become significant.
Families often seek to maintain strong academic progress over time. For children already progressing well, testing can help determine whether more advanced language, literacy, or academic instruction would be appropriate.
Why Queens Families Choose This
Queens Letters combines in-home delivery with speech-language, literacy, and academic expertise for children from toddler through elementary school.
Queens families often want support that fits both the child and the realities of family life. Services delivered in the home make it possible to provide individualized attention without requiring families to travel to a center.
Queens Letters works with families across academically diverse Queens communities, including Forest Hills, Rego Park, Kew Gardens, Fresh Meadows, and surrounding neighborhoods. Support can align with communication development, school readiness, literacy growth, classroom participation, and enrichment goals.
Licensed Speech-Language Pathologists and Therapists
We travel to you and we also offer remote services. Some of the speech-language pathologists we work with are trained in the Orton Gillingham approach. Numerous licensed speech-language pathologists are trained in literacy and offer support with decoding, spelling and reading fluency services. Licensed speech-language pathologists and therapists work with babies, toddlers, school-age students, and adults with expertise in:
- Pronunciation
- Enunciation
- Articulation
- Expressive Language Disorder
- Writing & Speaking Therapy
- Comprehension- Listening & Reading
- Listening Comprehension
- Auditory Processing
- Vocabulary
- Teens – Language Therapy
- Stuttering
- Feeding
- Oral Motor
- Voice
- AAC
- Adult Speech Therapy
- Public Speaking
- Accent Reduction Modification Speech Therapy
Common Core English Language Arts (ELA) Standards & Worksheets
Common Core English Language Arts (ELA) Standards & Worksheets
Training/Certifications
Training/Certifications
Among the areas of expertise is connecting language development with literacy. The best way to understand how we speak and comprehend words is by understanding linguistics, especially from an evolutionary perspective. Let’s examine communication in animals: dogs bark, for example, to alert their owners of impending danger, while dolphins produce high-pitched sounds to communicate their emotional states. These communication behaviors are in-the-moment attempts for animals to express their immediate needs. Yet, to date, there’s no evidence that any other animal species demonstrate the ability to produce and understand grammar. Why is the evolution of understanding and producing grammar significant? Grammar is what makes humans special: it provides us with the ability to discuss past and future events. Humans developed the most sophisticated communication system to date. When you look at the evolution of humans, a written form of language is called literacy, which evolved from spoken and understanding grammar. Schools are built around literacy. Speaking and understanding language existed before we learned how to read and write. We do not need to be schooled to learn to speak and understand our native language. We must be enriched in a stimulating linguistic environment to acquire strong language skills. On the other hand, literacy is not a natural language acquisition process and is taught explicitly and systematically: it takes many years for young children to master this system.
When seeking an evaluation to understand why your child is having difficulties with literacy, the top professionals to choose from are psychologists and speech language pathologists with literacy training. In New York State, licensed clinical psychologists evaluate learning and attentional differences. Next in line are licensed language pathologists who are experts in language (expressive and receptive language and its connection to literacy.) In New York State, language pathologists diagnose language disorders. Language disorders have many names such as developmental language disorder, and research calls it ‘specific language impairment’. Is dyslexia a form of a language disorder? At the research level, academics argue that dyslexia is a language disorder. Dyslexia literally means “bad language.” However, New York State defines dyslexia as a learning disorder which means in New York State, speech language pathologists cannot diagnose learning disorders (this is why psychologists are so vital to your child’s diagnosis). So, whenever your child is having difficulties with literacy, be cautious as teachers and non-licensed therapists cannot diagnose dyslexia and related learning disabilities. However, it is important that professionals recognize that your child is having learning issues and the child is directed to the appropriate licensed/certified professional.
Queens Letters provides a variety of language and literacy evaluations. We use assessment materials that are scientifically validated for identifying both language and literacy disorders. Expert interpretation of these tests is provided which are crucial for your child’s progress. An integrated approach is utilized which recognizes the connections between speaking, listening, reading and writing. Without putting these pieces together, it is nearly impossible to understand language learning and potential literacy issues. Collaborations with neuropsychologists are maintained who diagnose dyslexia. A full language and literacy evaluation provides you with a comprehensive profile of your child’s strengths and weaknesses and best positions your child for maximal progress.
Based on learning how your child is struggling, we thoroughly investigate to thoroughly investigate your child’s spoken and written language skills at the word, sentence, and discourse levels. The interconnectedness of literacy areas is explained, detailing how difficulties in one can impact others. For example, if a child is struggling with reading, it could be due to difficulties at either the sound (phoneme), grammar (passive or complex sentences), vocabulary levels at various modalities involving listening (auditory, no text), written, and spoken levels. Poor listening comprehension is highly correlated with weak reading comprehension skills. Learn what reading levels are and the different reading levels between age groups. Discover the importance of the test for reading levels and some common assessment methods used to determine reading levels.
Based on the evaluation’s results, intervention goals are developed based on where your child is demonstrating weaknesses, such as phonemes, grammar, and vocabulary in connection to the modality levels (listening, speaking, comprehending text, writing). Recommendations for modifications and accommodations for students with language and literacy disabilities are also provided for families and school staff. These evaluations should not be a substitute for a comprehensive neuropsychological evaluation. We work closely with some of the top New York State neuropsychologists. Neuropsychological evaluations are crucial for understanding learning and attentional differences and are more comprehensive than the evaluations offered. Neuropsychological evaluations dive deep into how attention, memory, cognitive, language, and social/emotional functioning can negatively impact learning. Assessments available can also provide invaluable information if you cannot afford a neuropsychological evaluation, you cannot wait months to receive the results of a neuropsychological evaluation, or if your child is suspected of having a language disorder. On average it takes us two weeks to produce the report. The aim is to provide objective data to help you figure out your next steps to intervention or additional testing.
Among the areas of expertise is connecting language development with literacy. The best way to understand how we speak and comprehend words is by understanding linguistics, especially from an evolutionary perspective. Let’s examine communication in animals: dogs bark, for example, to alert their owners of impending danger, while dolphins produce high-pitched sounds to communicate their emotional states. These communication behaviors are in-the-moment attempts for animals to express their immediate needs. Yet, to date, there’s no evidence that any other animal species demonstrate the ability to produce and understand grammar. Why is the evolution of understanding and producing grammar significant? Grammar is what makes humans special: it provides us with the ability to discuss past and future events. Humans developed the most sophisticated communication system to date. When you look at the evolution of humans, a written form of language is called literacy, which evolved from spoken and understanding grammar. Schools are built around literacy. Speaking and understanding language existed before we learned how to read and write. We do not need to be schooled to learn to speak and understand our native language. We must be enriched in a stimulating linguistic environment to acquire strong language skills. On the other hand, literacy is not a natural language acquisition process and is taught explicitly and systematically: it takes many years for young children to master this system.
When seeking an evaluation to understand why your child is having difficulties with literacy, the top professionals to choose from are psychologists and speech language pathologists with literacy training. In New York State, licensed clinical psychologists evaluate learning and attentional differences. Next in line are licensed language pathologists who are experts in language (expressive and receptive language and its connection to literacy.) In New York State, language pathologists diagnose language disorders. Language disorders have many names such as developmental language disorder, and research calls it ‘specific language impairment’. Is dyslexia a form of a language disorder? At the research level, academics argue that dyslexia is a language disorder. Dyslexia literally means “bad language.” However, New York State defines dyslexia as a learning disorder which means in New York State, speech language pathologists cannot diagnose learning disorders (this is why psychologists are so vital to your child’s diagnosis). So, whenever your child is having difficulties with literacy, be cautious as teachers and non-licensed therapists cannot diagnose dyslexia and related learning disabilities. However, it is important that professionals recognize that your child is having learning issues and the child is directed to the appropriate licensed/certified professional.
At Brooklyn Letters, we offer a variety of language and literacy evaluations. We use assessment materials that are scientifically validated for identifying both language and literacy disorders. Expert interpretation of these tests is provided which are crucial for your child’s progress. An integrated approach is utilized which recognizes the connections between speaking, listening, reading and writing. Without putting these pieces together, it is nearly impossible to understand language learning and potential literacy issues. Collaborations with neuropsychologists are maintained who diagnose dyslexia. A full language and literacy evaluation provides you with a comprehensive profile of your child’s strengths and weaknesses and best positions your child for maximal progress.
Based on learning how your child is struggling, we act as detectives to thoroughly investigate your child’s spoken and written language skills at the word, sentence, and discourse levels. The interconnectedness of literacy areas is explained, detailing how difficulties in one can impact others. For example, if a child is struggling with reading, it could be due to difficulties at either the sound (phoneme), grammar (passive or complex sentences), vocabulary levels at various modalities involving listening (auditory, no text), written, and spoken levels. Poor listening comprehension is highly correlated with weak reading comprehension skills.
Based on the evaluation’s results, intervention goals are developed based on where your child is demonstrating weaknesses, such as phonemes, grammar, and vocabulary in connection to the modality levels (listening, speaking, comprehending text, writing). Recommendations for modifications and accommodations for students with language and literacy disabilities are also provided for families and school staff. These evaluations should not be a substitute for a comprehensive neuropsychological evaluation. We work closely with some of the top New York State neuropsychologists. Neuropsychological evaluations are crucial for understanding learning and attentional differences and are more comprehensive than the evaluations offered. Neuropsychological evaluations dive deep into how attention, memory, cognitive, language, and social/emotional functioning can negatively impact learning. Our assessments can also provide you with invaluable information if you cannot afford a neuropsychological evaluation, you cannot wait months to receive the results of a neuropsychological evaluation, or if your child is suspected of having a language disorder. On average it takes us two weeks to produce the report. The aim is to provide objective data to help you figure out your next steps to intervention or additional testing.
Language and Literacy Evaluations
(4-6 years old) Preschool-1st Grade ($500-$800)
A full language and literacy assessment for this age group can include a pre/emerging/early literacy assessment, an expressive (oral language), and a receptive (listening) assessment.
Early literacy skills assessment: An early literacy assessment includes an analysis of your child’s phonemic (sound) awareness, letter (labeling the name of a letter) and word recognition, and decoding (how a child cracks the code) skills. We go meta (awareness of language) and see how your child manipulates sounds and words, identifies the individual sounds in a word, and blends sounds together into words: these are essential skills for learning how to read and write. Students who struggle to acquire these skills may be at risk for poor reading and spelling development. Another important ingredient is learning how your child is taught literacy, which can help us determine what type of literacy instruction your child will need.
Receptive language– Your child’s ability to comprehend spoken language is assessed by having him or her follow directions of increasing length and complexity, identify word relationships, and match pictures to the sentences spoken to them.
Expressive language– Your child’s ability to use language to formulate sentences is assessed, retell stories, formulate their own personal stories, and engage in a conversation. Your child’s vocabulary, grammar, and organization are compared to peers in terms of quantity and quality. In addition, the length and complexity of the words and sentences produced are analyzed in comparison to peers. Finally, pauses, revisions, repetitions, and overall expressive language fluency are analyzed.
A full preschool-kindergarten language and literacy evaluation will take approximately 1.5-2 hours at your home and includes a 5-6 page report. Shorter evaluations require less time and the reports are 1-3 pages long.
6-18 years olds: School Age Language and Literacy Evaluations ($500-1200)
A full language and literacy evaluation for school age children can include:
Skills that may be covered during an evaluation include: Vocabulary awareness, story retelling, spelling, listening comprehension, reading comprehension, decoding novel words that are not recognizable as real words, reading fluency, written expression, social communication, and short term and verbal working memory.
Phonemic Awareness: Your child’s awareness of individual word sounds is assessed and his or her ability to manipulate them to create new words.
Decoding & Spelling: Your child’s ability to read and spell unknown words is assessed in order to gather information about his or her knowledge of sound and letter patterns. Having a strong knowledge base about sound and letter patterns helps individuals become fluent readers and writers.
Listening & Reading Comprehension: Individuals with language and literacy disorders may not have difficulty engaging in social conversations; however, they are more likely to have trouble navigating the complex academic language found in their classrooms. Your child’s ability to comprehend vocabulary words and complex sentences is assessed that are similar to those which he or she may encounter in the directions, discussions, and texts in their classrooms.
Oral expression and written language skills: Your child’s ability to use language to communicate a coherent message when speaking and writing is assessed. Students will be asked to retell a story and explain how to play a game or sport. The evaluator analyzes the oral and written responses in order to determine the overall quality and organization, length, complexity, and grammaticality of the words and sentences and the number of different words used.
Social communication skills: Your child’s ability to understand social situations is assessed which is important for reading comprehension.
A full school age language and literacy evaluation will take approximately 1.5-2.5 hours and could take place over two sessions depending on the child’s unique needs. The full evaluation will include a 7-10 page report while other evaluations are 1-3 pages in length.
FAQ
Queens families can use speech language and literacy testing to clarify current skills and make informed educational decisions.
When should a family consider speech language or literacy testing?
Families may consider testing when early skills are not progressing as expected, before an important school transition, or when parents want to plan proactively.
Is testing only for children who are struggling?
No. Testing can clarify early concerns, guide proactive support, or help determine whether a child is ready for more advanced instruction.
Can testing support school readiness?
Yes. Testing can examine language and early literacy skills connected to communication, classroom participation, reading development, and readiness for elementary learning.
Do you provide testing in Queens homes?
Yes. Queens Letters provides in-home support throughout Queens and works directly with families in Queens homes, with remote options available when appropriate.
What can happen after testing?
Findings can help families decide whether to continue monitoring progress, begin targeted support, strengthen developing skills, or pursue enrichment.
This work is designed for families seeking proactive and enrichment-oriented support, not only for children with clear developmental delays.
View Rates Here!View Rates Here!
Queens Letters’ new chatbot (hosted on their parent company Brooklyn Letters’ website) offers quick, evidence-based answers to your developmental pediatric speech and language questions. It helps you make informed decisions without the hassle of sifting through extensive information online. It’s an excellent resource for parents, SLPs, psychologists, and other professionals seeking concise guidance on speech and language development, including understanding the crucial difference between chronological and linguistic age, speech sound acquisition, and language milestones.
CONNECT WITH QUEENS LETTERS SPEECH-LANGUAGE THERAPISTS AND PATHOLOGISTS AVAILABLE FOR IN-HOME SERVICES
Dr. Michelle M.
PHD CCC-SLP, TSHH, SPEECH LANGUAGE PATHOLOGIST
Sholom
MA, CCC-SLP, TSSLD, SPEECH LANGUAGE PATHOLOGIST
Selver
MA, CCC-SLP, TSSLD, Speech-Language Pathologist, Certified in Bilingual Education Assessment – Turkish (BEA)
Ben I.
M.S., CCC- SLP, TSSLD, SPEECH LANGUAGE PATHOLOGIST
Kristin
New York State bilingual (Spanish/ English) licensed Speech-Language Pathologist and certified Teacher of Students with Speech and Language Disabilities (TSSLD)
Theo W.
M.S. CCC-SLP, Speech Language Pathologist
Julia
CCC-SLP, Speech-Language Pathologist
Karen
M.S., CCC-SLP, TSSLD
FREE CONSULTATION!!!
Call & Text: (917) 426-8880
Email: queens@brooklynletters.com
(we respond to email right away!)
