I decided to become an educator because I wanted to make a big difference in other people's lives.
During graduate school, I learned the shocking statistic that dyslexia affects 1 in 5 people and is extremely underdiagnosed. It opened my eyes to this widespread problem and helped me diagnose a close family member with dyslexia. He told me
I decided to become an educator because I wanted to make a big difference in other people's lives.
During graduate school, I learned the shocking statistic that dyslexia affects 1 in 5 people and is extremely underdiagnosed. It opened my eyes to this widespread problem and helped me diagnose a close family member with dyslexia. He told me how much easier his life would have been if he had been diagnosed earlier and received the proper support. His story inspired me to help other people with reading disabilities learn the tools that will help them succeed in school and beyond the classroom.
My specialty is helping people of all ages improve their reading, writing, and spelling. I use positive reinforcement and research-based scaffolding techniques to help my students feel comfortable and gain confidence in tandem with their academic growth.
I am certified at the advanced level with the Barton Reading & Spelling System. In 20
My specialty is helping people of all ages improve their reading, writing, and spelling. I use positive reinforcement and research-based scaffolding techniques to help my students feel comfortable and gain confidence in tandem with their academic growth.
I am certified at the advanced level with the Barton Reading & Spelling System. In 2013, I earned a Master in Education at Regis University and acquired the cutting edge strategies and interventions recommended by Sally Shaywitz in the "Overcoming Dyslexia" course offered by Yale.
I have accumulated 20 years of combined experience teaching language arts in the classroom and tutoring with the Orton-Gillingham method.
The initial step is an informal screening to determine if you or your child will benefit from tutoring using the Orton-Gillingham method. This data will be used as a starting point for our learning plan and will be updated throughout the journey to measure our progress. I also document and share session notes after every session to ensur
The initial step is an informal screening to determine if you or your child will benefit from tutoring using the Orton-Gillingham method. This data will be used as a starting point for our learning plan and will be updated throughout the journey to measure our progress. I also document and share session notes after every session to ensure you or your child is on track to achieve mastery of each concept.
You are never locked into a contract and my services are tailored to your needs. I offer several options for tutoring including in person, online, or a hybrid model. I use multi-sensory tools in each setting to engage students and promote the highest level of learning.
No, but you should suspect it. Students with dyslexia and other reading disablities may be able to read, but they will most likely have a difficult time sounding out the words. It may take them longer or they may have more errors than their peers.
Students must be at least 5 years old. They do not need to be a native English speaker, but they should be able to speak and comprehend at the 2nd grade level or higher and have an IQ of at least 71. They must be able to pass the Barton student screening with me.
15 independent studies have proven the effectiveness of the Barton Reading & Spelling System. It is Orton-Gillingham influenced, supports the common core and it is approved by the California, Colorado and Arkansas Boards of Education. You may view the results of the studies here:https://bartonreading.com/the-barton-system-is/#eve
There are 10 levels in the Barton program. Most students will need to start at Level 1 which teaches the foundations of reading and spelling by sounding it out - no matter what age they are. The Barton program is an intensive and highly structured program designed to close the reading gap. Therefore, students must be able to meet 2-3 times every week. The speed at which students can complete individual lessons will depend on their ability to focus and the severity of their disability. Most students will complete a lesson in 1-2 tutoring sessions.
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