I am a retired special education teacher with 20 years experience in the Arizona public school systems. I had an Arizona Special Education certificate in learning disabilities which included reading and writing. I worked at all three levels (elementary, middle school, and high school). I learned many techniques for teaching students with dyslexia in formal master's level classes at the University of Arizona, from cooperating teachers, and from personal research throughout my career. This is a difficult disability and I offer no guarantees, but I can assure every potential student that I know how to work together, how to use quite a few techniques, and how to motivate and encourage students who want to learn.
My experience at the elementary level of education has taught me that skill development and mastery is crucial for higher learning. My background throughout my 20 years of experience in the Arizona public schools was focused on students with learning disabilities and accompanying behavior disorders related to reduced self-esteem and belief that learning the skills might be impossible which promoted anxiety, loss of focus, fear of failure and more.
In addition to academic skill development, I have a well developed background in study skills, memory development skills, and techniques for focusing. Time management related to homework, organizational skills, and appropriate social motivation related to school work are elements in my repertoire.
The rules of English vary depending on the subject area in which the student is expressing himself or herself. Academic writing differs from other types of writing, and varies within the subject areas. For example writing for a chemistry professor is different from writing for a creative writing professor.
Usage changes with time and will continue to change especially within the fields of technology, science, novels, memoirs, and other areas of daily use. Knowing when to follow the rules strictly and when to express yourself more freely is not a gift, but a technique that can be learned, honed, and perfected.
English is difficult for some people, but can be mastered with guidance and practice.
I use the McGraw-Hill study guides with pretests, lessons, and practical exercises in order to completely and accurately cover all aspects of the GED areas. I offer a reduced rate for GED students knowing they have a goal to pass the tests and do it as soon as possible. If I have more than one student at a time, I will offer group rates.
In addition to studying the selected areas of the GED, I offer study skills, focusing and memory skills, and organizational skills to enhance the study experience and to shorten the study time.
I will always be aware that the student needs to study the material quickly and pass the tests as soon as possible.
Phonics is a particular reading skill focusing on sound-symbol relationships, sound blending, and word comprehension. I have used phonics skills with learning disabled, ESL (English as a Second Language), and hearing impaired students with much success. I have used this technique in tandem with others at the high school level in special education classes, and, of course, in elementary and middle school levels.
I am a retired special education teacher with 20 years experience in Arizona public schools. I have several certificates including one in special education for learning disabilities.
Readiness for learning to read evolves at different ages for children. Some are ready at the age of two, others later. It is not unusual for a child to be ready as late as eight or nine. Most children show readiness at about five or six. Young children also establish their own rate of learning. Some children learn more slowly, but learn deeply and retain a lot of detail. When a child is ready, the skill of reading develops, and not before.
It may be a good idea to see if the readiness skills are established. This includes many areas such as the ability for the eyes to track across a page, or to identify shapes, or to hear differences between sounds. Problems with keeping the body still and focusing may need attention.
If a child is behind his or her classmates by the end of third grade, it is a good idea to look into potential learning disabilities.
Difficulties with reading for older children may require some diagnostics, re-teaching, or teaching from a program developed for the student. The environment may need some modifications. Attitude, self-concept, and other similar considerations may need attention. Above all, fear of not being able to read is a block that needs to be removed.
I have worked with reading problems for many years and have learned that one student's problems may appear to be the same as others, but the causes may vary. It is important to find the best method. I will work to find the flaws and the best way to open the world of reading with a background of knowledge and experience.
I am a retired special education teacher in the Arizona public schools systems where I taught for 20 years. I had 3 certifications in special education (learning disabilities, emotionally handicapped, and mental retardation) which covered grades K-12. I also had an elementary certificate K-8. My specialty was reading, writing, memory development, and study skills.
My major focus was self-control, including how to focus, memory skills, and organization skills related to time management, attending to the right stimuli in class, and homework completion.
I have tutored students in middle school and high school to complete writing assignments, compete in contests, assist in completing college applications, and study for the GED. Sometimes we have completed assignments in two or three sessions. Sometimes we have worked through complete semesters to pass specific courses.
I start with designing outlines and developing the finished assignment from that. The student is able to transfer the skills to other writing assignments with ease. These sessions are enjoyable and successful.