Most children can learn to read through regular classroom instruction, which usually includes learning phonics rules as well as reading books that are assigned levels based on difficulty; shared reading as the teacher shares a book with the class; and independent reading. This model is often referred to as “balanced literacy” instruction. However, for dyslexic students (at least 5% of the population), this inflexibly-paced blend of approaches to reading instruction is not effective. These students often fall behind while their classmates zoom ahead through the reading levels, often leaving them to believe they’re not smart enough to learn to read. These students often develop low self-esteem as they compare themselves to others.
Dyslexic children (and adults) need to know that they have trouble
reading not because they are lazy, defective, or unintelligent, but
because their brains are wired differently from most brains. They can’t just make themselves
learn to read; they need the right type of Structured Literacy instruction, which is
multi-sensory as well as cognitive, phonics-based, systematic, and
comprehensive, presented at a pace that works for the individual
student. (This model was developed by two researchers, Samuel Torrey
Orton and Anna Gillingham, and is referred to as the Orton-Gillingham
approach.) With this model of instruction, people with dyslexia can learn to read, and to read fluently and with deep understanding. They can also improve in spelling.
I am a CERI* and IDA** Certified Structured Literacy/Dyslexia Interventionist,
with 60 hours of observed practicum experience, and I would be happy to
offer your child one-to-one, personalized instruction in reading and
spelling using this system. My tutoring would, of course, incorporate
the mindfulness training and social-emotional support that all my
students receive. It is strongly recommended that students meet with
their tutor for at least two one-hour sessions per week. I am
available during the day for homeschooled students, and during the
afternoon and early evening for public and private school students.*Center for Effective Reading Instruction
**International Dyslexia Association
I have been trained in the following programs:
The Wilson Reading System (WRS) is an Orton-Gillingham-based program. "WRS is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia." (from the Wilson Language Training website). WRS has been endorsed by the International Dyslexia Association. Click here for documentation of research studies demonstrating the effectiveness of WRS.
Preventing Academic Failure (PAF) "is an early intervention program for
teaching reading, spelling, and handwriting in grades K-3. It prevents
or addresses reading failure in learning disabled and struggling
readers. It has been proven successful in over 40 years of use in public
and private schools. Thousands of children have learned to read thanks
to PAF. PAF incorporates all the instructional practices supported by the latest
research and recommended by the International Dyslexia Association." (From the PAF website.)I also incorporate elements from many other programs and approaches, as well as techniques and materials of my own, to customize instruction for each child.
