L I C E N S E D  P S Y C H O L O G I S T

212-873-8897 | shrinkrapp@gmail.com


L I C E N S E D  P S Y C H O L O G I S T


Diagnosing Learning Disorders at various stages of life

My areas of specialization include Dyslexia and other disorders of learning including any disabilities that may be diagnosed or develop in childhood. I have spent years working on a pediatric unit at an urban hospital which has enabled me to work with and diagnose children with a large variety of disorders first seen in childhood such as Autism, Pervasive Developmental Disorders, Attention Deficit Hyperactivity Disorder, and non verbal learning disabilities.

Preschool (Preventing reading problems)

Predicting whether a preschool age child has learned the necessary prerequisite skills in order to learn to read is an area in which I specialize. Once a child's prerequisite skills are assessed, a lot can be done in order to prevent a child from having trouble learning to read. Early intervention is crucial and the correct intervention is imperative. I have had great success over the years working with children who displayed vulnerability to reading problems.

When evaluating a preschooler, it is important to know the underlying neuropsychological components of reading and to have a good battery with which to assess these skills. What makes me unique is that I have this knowledge, and I have the right battery (SEARCH, by Rosa Hagin, Ph.D. and Archie Silver M.D.) with which to evaluate these skills. Furthermore, I use an intervention program (TEACH by Rosa Hagin, Ph.D. and Archie Silver M.D.) and the knowledge as to how to work with a child to develop any weaknesses that may show up during the evaluation. By having a child who might be struggling evaluated at a very early age, an intervention program can be put into place that can prevent reading failure.

It is important to know what skills are required in order to successfully learn how to read, to know how to evaluate these skills, and to know how to remediate them. This particular program called SEARCH and TEACH, was developed by Rosa Hagin Ph.D. and Archie Silver M.D. It utilizes a child's strengths to develop her weaknesses. The TEACH component is quite user friendly and does not have to be done by me. I can work with any learning specialist and sometimes a parent, to show them ways to help a child. The program develops skills that eventually lead to the knowledge of sound-symbol associations, blending, and decoding. It utilizes a multi-sensory approach, and can precede an Orton Gillingham program.


Adults often present with unique problems. Young adults may perform at the college level on standardized tests but that does not mean that they do not have a learning disability. It may mean that they worked very hard in school and learned to compensate for their difficulties but they still might deserve accommodations when attending graduate school. A neuropsychological component is very important at any age but crucial for adults. As mentioned above, for adults who have higher education, a neuropsychological evaluation can pinpoint areas of weakness when an educational evaluation might miss certain limitations because of compensatory skills or higher educational achievements.


I work with children, adolescents and young adultsIssues I work on in therapy include:

  • self-esteem
  • divorce
  • organizational issues
  • anxiety
  • sexual orientation
  • chronic illness
  • death and loss of a loved one
  • coping with learning differences


I work with children and adults to help them develop stronger organizational skills and other academic skills.

Academic skills I remediate include the development of:

  • the neurological skills required in order to learn to read
  • the development of phonological awareness including word attack skills (based on Orton Gillingham)
  • reading comprehension skills
  • organizational skills
  • outlining and organizing papers
  • cursive writing using a method that uses gross motor skills to develop fine motor skills