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Learning Plans
Dyslexia
Dyslexia is a brain-based, specific learning disability that impedes a reader’s ability to process the way language is read. People with dyslexia struggle with word recognition and fluent reading.
Dyslexia Tutoring
The Orton-Gillingham method is a successful approach in teaching people (k-adult) to read and spell. Dyslexic readers learn best through a multi-sensory program that is structured, explicit, and systematic. This method meets the necessary requirement for teaching a dyslexic reader.
In order to best support students ,my lessons are 45-60 minutes, twice weekly. Phonemic awareness (hearing and manipulating sounds), word structure and phonics, fluency (basically reading like one talks with expression), vocabulary, and comprehension (understanding the writer’s message). These five parts of reading as well as spelling are taught in each lesson.
Comprehension & Fluency
Reading Comprehension is active, intentional, and interactive interpretation of what is read. This process takes place before, during, and after reading. Reading is a very complex process that simultaneously requires readers to not only use their understanding of phonemes (sounds of letters) and phonics(how the sounds and letter combinations form words), but also make meaning of the words.
Comprehension & Fluency Tutoring
A comprehension lesson engages the reader to think about what they know about the subject by talking about what the reader is thinking during reading and discussing the text after reading. Each part of the lesson is modeled for the student. Vocabulary a big part of comprehension. Unknown words are addressed in each lesson to ensure the reader has sufficient understanding of what is read.
A survey of reading interests is given before starting a comprehension lesson. Readers become engaged when they have materials that are of interest to them. New strategies are taught as reading material becomes more challenging and diverse. There are many tools to teach readers how to navigate fiction and non-fiction texts.
Spelling Skills
Spelling is taught traditionally as a lesson in memory. Many students a required to memorize a list of words for the Friday spelling test. Rote memory has its place for sure, but students need to know how to spell. 85% of English words can be phonetically spelled if students are taught the 44 sounds and spelling rules. The other 15% of words need to be memorized.
Spelling Skills Tutoring
Spelling (encoding) and reading (decoding) words compliment each other because of common patterns found in language. Another plus for the student is that a written word has to be read back to make sure the word looks and sounds right. Spelling helps writers keep their flow of thoughts by not having to stop and try to spell an unknown word.
Second Language Readers
All students learn at their own pace, so it is important to know a student’s level of English proficiency Proficiency in their native language is equally important. Practicing English sounds that are not present in the learner’s native language is essential as well as giving extra time reading words, phrases, sentences, and stories.
In order to improve these skills. ESL students will engage in discussions before, during, and after reading to support meaning.
Second Language Readers Tutoring
Teaching key words for understanding content is vital. Homonyms, synonyms, antonyms, idioms, and everyday expressions are necessary for second language learners’.vocabulary Pictures (butterfly) and discussions (when a word has multiple meanings) are tools used for teaching vocabulary. Throughout instruction new vocabulary involves explanations, drawings, writings, reading, and playing with words.
Word work is an important part of any lesson for a second language learner. The Orton-Gillingham approach to word recognition helps support second language learners to read unknown words. Word work simplifies the reading process for the student.
“With Carolyn’s tutoring, our son has dramatically improved. His scores on standardized reading tests went up by double digits, his struggles with reading for classwork have faded and he will even read for fun.”
– Rich S., Parent –