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College of New Jersey
Is your first, or primary grade student having trouble reading? Unable to recognize letters? Not reading fluently? I am a Reading Recovery trained teacher, having helped first grade students master the skill of reading. With a one to one approach, and using the research and work of Marie Clay in developing reading skills, I can help your student with letter identification, sight words, fluency and comprehension. My warm and caring approach helps your child feel at ease,and you can rest assured that good communication with you, the parent,leads to us both working together to help your child succeed.
I have an Elementary teaching degree from The College of New Jersey (formerly Trenton State College), and have taught 4th, 2nd, 1st and Reading Recovery, both in New Jersey and Florida.
Is your first, or primary grade student having trouble reading? Unable to recognize letters? Not reading fluently? I am a Reading Recovery trained teacher, having helped first grade students master the skill of reading. With… Read more
Vicky is patient and kind. She has a wonderful way of making a connection with her students. Vicky has helped my daughter build confidence and life-long skills in reading!
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I have taken 6 credits from Rutgers in Reading, for my Reading Recovery position. This includes 150 hours of Professional Development from a Trainer, using the principles and techniques from Marie Clay, and the Reading Recovery Council of North America. This includes use of alphabetic teaching, including manipulating sounds,segmenting sounds, blending sounds, sound letter relationships, and dictation.
I received 6 graduate credits from Rutgers in Reading. During my training year, I had 120 hours of professional development. Using RR methods and books,and meeting with my students daily, I increased my students' reading levels by an average of ten levels.
During my course of teaching, I worked extensively with vocabulary work, using fun activities to assist my students, who were mainly ESOL students. It is important to give students strategies to use when they encounter an unknown word, such as context clues, seeing a part of a word they recognize, or using memory tricks.
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