Online
Reading and Dyslexia Tutor
We teach kids how to read!
We're doing it! Our first ever book giveaway!!
Win a copy of Kelli Sandman-Hurley’s book “Dyslexia Advocate!” and digital copies of our “Relevant Reading and IEP Laws” guides.
Giveaway runs from Monday, May 18th – Monday, June 1st.
Enter today – we can’t wait to get copies of these resources into your hands!
Why Choose Online Tutoring
Readily Available
Online instruction works around your busy schedule, whether you’re at home or on vacation: your time, your place!
Ease and Comfort
Students can learn free from distractions and in the comfort of their own home. Today’s students are often more comfortable learning in a digital environment.
One-On-One Instruction
Provides individualized, one-on-one instruction with an expert instructor in your home.
Real World Experience
Today’s students are digital natives; they live in a connected world. Online instruction will help them develop basic typing, online networking, and communication skills.
How it Works
Orton Gillingham Approach
Orton Gillingham is a highly structured instructional approach. Through multi-sensory activities (eye, ears, hands, and mouth), an instructor teaches students the connections between letters and sounds. While primarily used with struggling readers, this approach is beneficial to all learning readers.
Individualized Instruction
We assess each student’s strengths and weaknesses through the use of student/parent surveys, informal assessments, and, if applicable, 504’s/IEP’s. With this information, we design an individualized, one-on-one, instructional plan specific to your child’s needs.
Online Sessions
Sessions are held online, over a high speed internet connection. Each session is conducted through a computer, web camera, headphones, Zoom (an online conferencing app), and online whiteboard. As long as your child has access to the internet, a computer, and Zoom, we can ‘meet’ anywhere!
Ongoing
Unlike speech, the brain in not ‘pre-wired’ for reading. In order to gain maximum benefits, and to ensure retention, a minimum of two sessions per week is required.
Sessions
Home School Instruction
1 Hour
Individualized
One-on-One
English, Reading, or Writing Instruction
Reading Instruction
1 Hour*
Individualized
One-on-One
Structured Literacy Instruction
(Orton-Gillingham Approach)
*2 Sessions Per Week Minimum
Academic Support
1 Hour
One-on-One
Academic Support in English and/or Writing
Feature Articles
Tip Tuesday – Fishing for Sounds
Welcome to Tip Tuesday! This Tuesday’s we are going to go fishing for sounds! Fishing for Sounds is similar to the classic children’s magnetic fishing toy: “fishing rods” with magnets at the end and “fish” with metallic disks. Your child can play this alone or with siblings. For every “fish” caught, a player reads the word on the card. Read the word on the card correctly and the player gets to keep their “catch”. The best part – this game also helps to build eye/hand coordination – building better readers and writers!
The Not So Secret, Secret: Inequities in Special Education
If you have worked with students who have learning disabilities for any length of time, you are keenly aware of the inequities inherent to special education. While there are racial disparities throughout special education, in this post I am going to specifically focus on Specific Learning Disabilities (SLD – dyslexia, dysgraphia, dyscalculia) and white vs black. It needs to be noted that there are considerable gaps between white special education students and almost all minorities but, for simplicity, we’ll keep this conversation spotlighted on white vs black. Let’s begin with identification.
Tip Tuesday – Bowling for Sounds
Welcome to Tip Tuesday! This Tuesday’s reading tip is twist on the classic game of bowling. Bowling for Sounds is set up and played similar to classic bowling; the main difference being how you score points. For every pin knocked down, a player reads 5 words using the pattern/skill written on the pin; they receive 1 point for each word read correctly. The player with the most points at the end of 10 rounds, wins!
My Story
Masters of Teaching (MAT): Special Education
Former Special Education Teacher (English/Reading):
Kennedy Krieger Institute & Baltimore County Public Schools
Structured Literacy Classroom Teacher: The Center for Effective Reading Instruction
Associate in Training: Academy of Orton-Gillingham Practitioners and Educators
International Dyslexia Association Member
Dyslexia and ADHD are prevalent in my family, with multiple diagnoses of both in my immediate and extended family. This, combined with my experience teaching English and reading for the Kennedy Krieger Institute and Baltimore County Public Schools, instilled in me a passion for working with beginning and struggling readers. In my view, the ability to read is an essential life skill which no one should be denied.
I received my Masters of Teaching in Special Education from Goucher College and am trained in the Orton Gillingham Approach to reading instruction. Currently, I am working towards the Associate Level Certification from the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). I am also a member of the International Dyslexia Association (IDA).
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