A: I focus my instruction on reading and writing. I tutor children in grades K to 12, as well as adults who are having trouble with reading and writing. I help those who have tried other ways of learning to read or write but still find it difficult. I also support children and adults who require structured literacy instruction due to a language-based disability, such as dyslexia.
A: Flexibility is key to effective learning. I offer both online and in-person tutoring sessions because I believe in tailoring education to me each person's unique needs. Online sessions provide convenience, allowing students to learn from anywhere in the United States in the comfort of their own space, while in-person sessions are offered only in Broomfield, Colorado. This dual approach ensures we find the best way to unlock your child's full potential.
A: Tutoring sessions range from 30-45 minutes depending the needs of each individual.
A: I recommend a minimum of two days a week but up to four days a week depending on how quickly each individual would like to progress.
A: I use the Wilson Reading System to guide my instruction. With the Wilson Reading System students will receive a student notebook and a student dictation book during the first tutoring session that will be using during each tutoring session. I also use additional materials to provide a multi-sensory, hands-on approach. Some of these materials include magnetic tiles, sand, dice, and pop-its.
A: The Wilson Reading System® (WRS) is widely used to help elementary school students, adolescents, and adults who have struggled to learn how to read and write. Many of those who benefit from WRS face challenges in areas like phonological awareness and orthographic processing, which can make traditional reading and spelling instruction difficult.
WRS is specifically designed to address the reading needs of students in grades 2-12 and adults with language-based learning disabilities, like dyslexia, or those who have word-level difficulties and haven't yet mastered reading and spelling. To determine if WRS is the right fit, it's crucial to conduct a thorough educational assessment.
Individuals who are suitable for the Wilson Reading System often share these characteristics:
Struggle with accurate decoding
Reading is slow and hesitant, lacking fluency
May recognize many familiar words, but face challenges with unfamiliar words and nonsense words
Guess at many unknown words
Spelling skills tend to be poor
Many have language-based learning disabilities, like dyslexia.
This program will not only teach your child how to read, but it will also improve their self confidence.
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A: The Wilson Reading System® (WRS) employs a comprehensive and ongoing assessment process to identify student needs and track progress effectively. Here's an overview of how the assessment works:
Initial Assessment:
Before starting the program, a thorough initial assessment is conducted to evaluate the student's current reading and spelling skills.
This assessment helps identify specific areas of difficulty, such as phonological awareness, decoding, and spelling.
Targeted Assessments:
Occur throughout the WRS program to monitor how students are progressing through each step. These step assessments throughout the program monitor phonemic awareness, decoding skills, word identification, fluency, spelling, and encoding.
Progress Monitoring:
Regular progress monitoring is a key component of WRS. I continuously assess the student's performance during lessons.
This dynamic assessment approach allows for adjustments to instruction based on the student's evolving needs.
Informal Observations:
In addition to formal assessments, informal observations during sessions to gauge the student's engagement, comprehension, and application of learned skills.
Communication with Parents/Guardians:
Regular communication with parents or guardians is essential. Updates on progress, areas of improvement, and suggested home activities are shared to create a collaborative learning environment.
A: Ensuring a safe and supportive learning environment is a top priority in my tutoring approach. First, I foster a positive and encouraging atmosphere, where students feel comfortable learning and asking questions. To maintain a secure online setting for virtual sessions, I use reputable and secure platforms, and I ensure that parents are aware of the online safety measures in place. Regular communication with both students and parents helps create a collaborative support system, addressing any concerns promptly. Overall, my commitment is to provide a nurturing space where every student can thrive academically and emotionally.
A: I create lessons specific to student level, individualized goals, and interests outside the classroom. For students in Kindergarten through second grade I use a reading system known as UFLI that supports younger learners on their journey to read. Your children have strengths that deserve to show up in their learning space to make instruction meaningful. If the WRS is not appropriate for your child, we can work outside of it and create a more individualized plan to ensure progress.