Individualized and Effective
If your child is below grade level in school, it is important to work quickly to provide reading and writing instruction that is individualized, research-based, and that addresses the areas of need while still incorporating grade-level work.
Here is a typical scenario: A child is behind his or her peers in Kindergarten. In first grade, the child is pulled into small reading groups in the classroom. This Tier 2 Intervention may continue for months. When the child has still not caught up, Tier 3 may be implemented where the Special Ed teacher pulls groups for reading. Such multi-ability groups often work in various whole-word approaches with a focus on memorizing words instead of learning to decode them. By this time, the child is often beginning third grade, where, instead of learning to read, they are reading to learn.
This is when 90% of my clients contact me: the child has fallen far behind their peers and is experiencing a loss of interest in learning, a lack of confidence, and low self-esteem.
I have the experience and certification to work with children who are significantly behind their peers and/or who have learning disabilities. I offer private, one-on-one tutoring for students struggling with reading, spelling, writing, and/or reading comprehension using evidence-based, multi-sensory (Orton-Gillingham) instruction. I specialize in working with students with dyslexia, dysgraphia, dyscalculia, ADHD, nonverbal/perceptual reasoning deficits, and visual and auditory processing difficulties. I incorporate goals and approaches that keep students motivated and engaged.
Structured Literacy-Orton-Gillingham based language processing therapy-has successfully helped struggling students from ages 5 to adult to learn to read and spell. But most importantly, these highly specialized approaches foster not only your child's success in the classroom, but also their confidence and self-esteem in daily life.