Reading Readiness
Reading-readiness content is a separate entry point from broader language and speech-sound material.
Therapatic target library
A structured starting point for academic content.
Explore reading-readiness, number, quantity, pattern, time and money content. The Arabic and English catalogs organize their own material, helping teams locate relevant learning content without treating one language’s curriculum as a translation of the other.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 5,187Targets
- 132Ready-made sets
- 67Subcategories
Different concepts need different material.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Numbers & Counting
Numbers and counting collect material related to number concepts and counting tasks.
Quantity & Comparison
Quantity and comparison content separates amounts and relations from number labels alone.
Shapes, Colors & Patterns
Shapes, colors and patterns offer grouped material for foundational concept work.
Calendar & Time
Calendar and time connect academic concepts with schedules and familiar time references.
Money Foundations
Money-related foundations provide a functional context distinct from general counting.
From reference content to an individual goal.
Start with the learner’s context. Use the library to organize content while keeping clinical decisions within the individual plan.
- 1Choose a defined learning concept
Identify the concept and language relevant to the learner’s current goal and educational setting.
- 2Review and select relevant sets
Review the matching category and sets instead of selecting material by age label or catalog size alone.
- 3Connect content to the sub-goal
Connect selected content to academic sub-goals with individual presentation and measurement criteria.
Goals, targets and sets: what’s the difference?
A goal defines what the child will learn and how progress is measured. Targets provide practice items that can be used within it.
- GoalThe therapist defines what the child will learn, how to teach it and how to measure progress. Assigning a library goal creates a separate copy for the child.
- TargetA specific practice item, such as a word, concept or skill. It is not a complete plan, and using it does not mean the child has mastered it.
- Target setRelated practice items collected in one set. Choose a ready-made set or create your own, then link it to the appropriate sub-goal.
Continue exploring the target library
Explore more areas of communication, learning and everyday skills.
School readiness
Explore content for the routines and interactions that shape a school day. The category includes arrival, classroom materials, schedules, help-seeking and participation with peers—not only desk work or academic tasks.
- 1,423
- Targets
- 48
- Ready-made sets
Fine motor and pre-writing
Explore grasp, coordination, manipulation, tool-use and pre-writing content. Keeping these areas distinct helps a team find material relevant to school tasks and daily activities without reducing hand function to handwriting alone.
- 1,250
- Targets
- 33
- Ready-made sets
Speech sounds and phonological awareness
Explore sound and word material organized for the selected language. English includes word-position stimuli, sound contrasts and phonological material; Arabic includes its own letters, sound-symbol links, syllables and contrasts. Neither catalog is a word-for-word substitute for the other.
- 2,576
- Targets
- 130
- Ready-made sets
Content is only one part of the care workflow.
See how organizations manage libraries and therapists choose content to use with each child.
What to know before choosing content.
Is this a complete school curriculum?
No. It is a structured content library, not a claim of alignment with every curriculum or grade standard.
Do both languages have the same academic items?
No. The languages have distinct catalogs and counts. The examples on each page come from that language’s source.
Where are phonological and speech-sound materials?
The speech-sound and phonological-awareness category has a separate guide linked to this area.
What these figures mean
Reference version 1.0. Counts checked on October 12, 2026. These are catalog figures, not live workspace totals.
This public guide describes the catalog and its organization. Full target content and clinical use remain inside the platform, subject to access and applicable terms.
This is a product-content guide, not an assessment, diagnosis or individual therapy program. A qualified professional selects suitable content, defines the goal and decides how to teach and review it.
Give your team organized content.
Explore Therapatic for your organization, or ask how your team can get started with the target library.