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I began my tutoring career in 1995 as a clinician at the Melvin-Smith Learning Center in Sacramento, after completing Melvin-Smith's 40-hour training program. In 2004, I earned my certificate in Dyslexia Remediation from Edu-Therapeutics. When the center closed in 2006, I started my own tutoring business at the request of my clients. I've worked with hundreds of students, and almost all have made significant improvement. Many of my students who started out way below grade level in many areas have caught up and in some cases passed their current grade level. I sometimes hear from former clients whose children are now doing successful work in college.
I specialize in working with students who struggle in general, whether dyslexic, ADD/ADHD, or just having a tough time learning. Rather than focusing on homework, my tutoring involves doing activities that build basic learning skills, including memory training, visualization, auditory processing (listening skills), phonics, multi-sensory reading and spelling technique, logic, and visual/spatial awareness. This is a long-term approach with the goal of giving the student the skills he/she needs to learn independently after our time together is over. I plan my lessons according to the needs of the individual. I work with one student at a time, in the home of the student. I provide all materials for sessions.
My manner in working with students is relaxed, nurturing, and supportive. Most of my students enjoy and look forward to their sessions, and parents notice increased confidence and enthusiasm about learning. Adult students often tell me their lives have improved in more ways than they imagined as a result of their tutoring. I especially enjoy the close bond that I share with my students and their families. I often wind up being re-hired to tutor other family members of former students.
Thank you for your interest. I began my tutoring career in 1995 as a clinician at the Melvin-Smith Learning Center in Sacramento, after completing Melvin-Smith's 40-hour training program. In 2004, I earned my certificate in Dyslexia Remediation from Edu-Therapeutics. When the center closed in 2006, I started my own
Lisa is a great tutor. I can see progress in just a few weeks. She is kind, patient and disarming. I'm so glad we took this step. 7/13
Lisa's been tutoring for 3 1/2 months and my child just got her best report card ever and is reading at grade level. We are so happy we connected with her!
January, 2014 What great momentum my child has for the new year! My child actually enjoys independent reading now. That is something I never would have predicted this time last year. The special attention and encouragement she gets from Lisa in just one hour per week has made such a big difference. I wish we would have taken this step earlier.
Wonderful and kind. For our son, Lisa focuses on techniques to assist him with overall learning abilities which we hope will translate into life long skills.
I've been so impressed and so grateful for everything Lisa done working with Oliver. I've seen an improvement in his reading since Oliver started working with Miss Lisa. Lisa is amazing and we are so pleased with everything she has done.
My third grader sure enjoys his lessons with Lisa. I wondered if tutoring on a Friday afternoon would be difficult after a long week of school. But he really enjoys each session and Lisa is very good about keeping things interesting and fun for him. Couldn't be happier!!
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
When tutoring a student in reading, I always begin at a level that is comfortable for that student and gradually increase the difficulty as the student improves.I use a multi-sensory approach to reading, and support it with activities that strengthen the basic visual and auditory processing skills.
One technique I use is Neurological Impress Reading, which involves reading aloud together while tracking the words with our fingers, deliberately pausing at commas and stopping at ending punctuation. This approach eases frustration for reluctant readers, because the flow of reading isn't interrupted. Sight word recognition improves as the student is looking at each word while hearing it.This technique is also a great way to get the student used to reading with expression in the voice because he or she is hearing my different inflections as we read.
I also use phonics books such as EASING INTO READING, THE AUDITORY PHONICS PROGRAM, PROGRAMMED PHONICS,or MEGAWORDS. Students learn to blend sounds and separate longer words into syllables.
For comprehension, some of the materials I use include McGraw Hill Master Skills series,Edupress practice cards (Reading for Detail, Main Idea,and Predicting Outcomes),and FAMOUS PEOPLE, PLACES, & EVENTS. The student reads a passage and answers questions about it, or tells back what was read in his or her own words. I encourage and guide the student to make mental pictures while reading.
For young students, I usually include games in my sessions, which help keep students interested. Bingo games using sight words that stress vowel sounds and consonant blends are favorites.