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Vassar College, BA
Columbia Teacher's College (Master's)
I have my Master of Arts in Reading and Learning Disabilities from Columbia University, Teachers College. I have taught at a number of schools for dyslexic students and apply a variety of multisensory Orton-Gillingham based programs including The Wilson Reading System when working with students struggling in phonics and spelling. I am sensitive to the needs of students struggling in school and enjoy helping the students with whom I work gain the confidence and skills they need to achieve academic success. If your student is having difficulty with any area of reading, spelling or written expression I will work with you to create a direct individualized instructional program designed to improve his or her English language skills.
Areas of instruction include:
* Students with dyslexia
* Students who need help with writing skills and grammar
* Students needing help with study skills, test taking and organizational strategies
* Students who need help learning and applying reading comprehension strategies
* Students unable to decode accurately
* Students with spelling difficulties
* Students unsuccessful with other reading programs who may still have 'gaps' in their decoding and spelling I have my Master of Arts in Reading and Learning Disabilities from Columbia University, Teachers College. I have taught at a number of schools for dyslexic students and apply a variety of multisensory Orton-Gillingham based programs including The … Read more
Lucia explained where my daughter was with the Wilson program and helped me understand the program. I really appreciated that she took the time to explain the methodology to me.
I am very pleased with the progress my daughter is making. Lucia is excellent at working with my daughter at her speed and addressing her concerns.
My daughter has been studying the Wilson Program with Lucia for almost a year and we have seen such improvement in her reading. Now when she gets stuck she has strategies to help her and she is willing to try, before she would just shut down. She enjoys working with Lucia and feels better about herself since we started the tutoring. Lucia is compassionate, well organized, and a professional. We can't say enough about how much we appreciate Lucia and the reading skills she has taught our daughter.
Lucia has been a great help to my son who is going into second grade and has difficulties with reading, writing and spelling. She is patient, kind and thoughtful. She loves what she does and it shows. She is a true teaching gem!!!!
I cannot say enough about her.
We continue to see improvement with Alexander and he gets used to school schedules again.
Lucia continued working with my son after the summer break, getting back into the study habits was difficult for him, but Lucia continues to maintain a constant level of assertiveness to gain compliance.
Lucia worked well with my son who can at times be less than attentive. Her methods kept him focused and he enjoyed the session. She was firm in her demeanor and he made good progress for the first lesson. We intend to continue with Lucia for his tutoring needs.
Week 2 - Seeing improvement as the relationship continues to develop between Lucia and my son. While this process is not quick, I think Lucia is up to the task of dealing with a little boy who does not always focus well. Her methodology seems to be working well.
Week 3 - Continue to see incremental improvements, Lucia works hard with my son, sometimes he is not always as attentive as he needs to be. It is obvious that Lucia cares about the progress made and is interested in his progress.
week 4 - Lucia continues to explore alternative methods and techniques to apply to my son's tutoring. We are seeing positive results for the continued efforts and Lucia's willingness to approach the situation with different methods. So far so good!
Week 5 - Lucia has used various techniques to break up the session into segments that my son can focus on, the results are improvements in his confidence and he is now sounding out words and not guessing.
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.
I have worked with many students diagnosed with ADD or ADHD. I try to involve each student as thoroughly as possible in the learning process, paying particular attention to the emotions of the student with whom I am working. By providing a structured and predictable learning environment I help my students to achieve greater success when learning.
For students with ADD or ADHD I also break down large tasks and pieces of information into more manageable sections so that they do not become overwhelmed. By breaking tasks down, students are able to achieve greater confidence and alleviate frustration. Similarly, I find frequent feedback and positive reinforcement to be important tools when working with students with ADD.
For older students I apply a number of learning tools such as a daily/monthly schedule and long-range assignment planning as well as a weekly time chart. I also teach them about the varying learning modalities and ways to set clear and realistic goals and exclude distractions.
I am trained in a number of multisensory Orton-Gillingham based programs including the Wilson Reading System. I have been tutoring dyslexic students for over ten years.
I have been teaching all aspects of the English language for many years and have had experience working with students of all ages including adults. As an ESL teacher, I can help students achieve greater English-language mastery by working on their spoken and written English language skills. My areas of instruction for ESL students include English grammar concepts, vocabulary, note-taking, study skills and test-taking as well as all aspects of written language including sentence and paragraph structure.
When teaching phonics, I use programs such as the Wilson Reading System, a direct, individualized multisensory program emphasizing decoding and encoding. Orton-Gillingham based programs such as the Wilson Reading System utilize direct, systematic, phonics based instruction. I teach students directly and systematically how to fluently and accurately read and spell. Students learn phoneme segmentation and syllable segmentation. They work with controlled text so that the words presented to the student for reading and spelling will contain only elements of word structure that have been directly taught.
When working with struggling readers I use direct, individualized multisensory language techniques including the Orton-Gillingham based Wilson Reading System. This program teaches students how to encode (spell) as they learn to decode.
For students having difficulty with reading comprehension I teach a number of reading comprehension strategies enabling students to construct meaning from text. Using these methods I help students achieve independent and strategic reading skills.
I have been teaching study skills for over twenty years to students in elementary school through college. When providing study skills instruction I focus on specific study skills techniques such as SQ3R (Survey, Question,Read, Recite, Review). I also teach specific note-taking strategies such as two column note-taking and outlining as well as organizational skills, strategies and homework implementation. Another important study skill area on which I enjoy focusing is test-taking and test preparation. I generally provide students with a five day test preparation plan and give them tips and information about the different test forms such as essay tests versus short answer or multiple choice tests. Depending upon the needs of the student I also like to focus on improving reading speed and comprehension.