If you answered "yes" to any of these, your learner needs to be with us!
If you answered "yes" to any of these, your learner needs to be with us.
The right help given the first time and as early as possible can prevent wide skill gaps, long-term struggles, and greater, long-term tutoring expenses.
Struggling readers need the following:
Frequency of Instruction and Practice. A lack of frequency is a barrier to reading growth for many learners. We offer high quality instruction with support for off days, so learners get the frequent practice they need.
Fidelity to Strong Methodology. A "hodgepodge" of methods and materials often does not meet the needs of students. A structured literacy program that is evidence-based should be the backbone of instruction. Insertions of relevant activities from other quality methodologies often facilitate learning, but the instruction should be primarily structured by the core methodology.
Intensity. Students with reading struggles need instruction that targets skills, "hits them hard," and doesn't budge until mastery. Too often, reading teachers and tutors "dabble" in concepts and move on. This is not enough. We do not "dabble" here. "Dabbling" does not help struggling readers.
Duration of Instruction. There are no quick fixes to most reading struggles. The earlier we intervene, the better. The more help we give initially, the better. Our clients realize that learning struggles take time to overcome, and instruction that optimizes learning is important.
Repetition. Struggling readers need repetition to master concepts. A typical reader may see a word 4 times to commit it to memory. A struggling reader, especially one with dyslexia, may need to see that same word 40 or more times. We make sure our students get the repetition they need for skills to "stick."
Salem, VA--TBA
1st -3rd grade
Hendersonville, TN--TBA
Rising 1st-3rd grade
