Cara H.

Lombard, IL


Caring, compassionate tutoring for your K-5 child

In-person lessons
50+ Hours
Background check passed as of 10/9/12
4.8 average from 8 ratings
Very patient
— Sharleen, Glen Ellyn, IL on 10/31/12


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Trinity Christian College, Palos Heights, IL
Chicago State University- Special Education


Trinity Christian College, Palos Heights, IL

Chicago State University- Special Education (Master's)

About Cara

As a teaching professional with 12 years of experience, 10 of them in Special Education for elementary students, I can offer the full array of teaching methods and programs to help your child improve and succeed academically. I possess not only the expertise and knowledge, but also the patience and empathy that are essential components in a teacher-student relationship.

Among the areas I can help your child are reading, word attack skills, comprehension, study habits and elementary math. My joy comes from seeing that "light-bulb" moment on a child's face when they finally overcome a challenge or break through a difficult concept, knowing that they will become more confident as they continue to make progress. I believe it's important to establish a positive bond with each student based upon an understanding of their individual situation, learning style and then finding the appropriate methodology for them.

My ability to relate well to students stems from my own experiences as a child in a learning environment where everyone in the class was expected to learn at the same rate in the same way. Not so! Each child is unique and has his or her own way of learning. A "one size fits all" approach that the regular classrooms take often overlooks the unique learning styles of many students. I too struggled with standardized teaching methods, realizing that I needed the opportunity to learn according to my own learning style. My experience has given me an insight into teaching and tutoring that recognizes the need for an individualized approach to learning.

Through my work work with students from diverse backgrounds, economic levels and learning abilities, I now am eager to apply my knowledge and experience in a one-to-one tutoring relationship with your student. I look forward to working together as a team--your child, you and me--to help your child learn and improve at his or her own pace. Many students receive an education but not all of them actually learn what they need for future success. Let's work together to equip your child to achieve his or her academic potential.

As a teaching professional with 12 years of experience, 10 of them in Special Education for elementary students, I can offer the full array of teaching methods and programs to help your child improve and succeed academically. I possess not only the expertise and knowledge, but also the patience and empathy that are essential components in a Read more

24 hours notice required
Travel Radius
Travels within 15 miles of Lombard, IL 60148
Background Check: Passed
In-person lessons

"Very patient"

- Sharleen, Glen Ellyn, IL on 10/31/12
Elementary (K-6th),
Elementary Math
Grammar, Vocabulary
Special Needs:
Autism Spectrum Disorder (ASD), Dyslexia,
Elementary (K-6th),
Elementary Math, Phonics,
Special Needs,
Study Skills
Elementary Education:
Elementary (K-6th),
Elementary Math, Grammar, Phonics,
Spelling, Study Skills, Vocabulary

Approved subjects are in bold.

Approved subjects

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.


My approach with students with ADD/ADHD is teaching with a multi-sensory approach. I use technology and hands-on learning. I use reading strategies such as E-z-reader trackers and having students orally describe answers to questions. I incorporate the 4-learning styles when teaching these students and often allow students to draw first their answers. I teach step by step approach to understand sequence in all subjects that often students miss, who are unfocused easily. Steps are written out for math and writing. I work on breaking down information into smaller understandable pieces of information and allow students to highlight, use manipulatively, use tactile materials that help with focusing during the teaching lessons. I play games in order to teach subject content. In different ways that stimulate students that are not able to understand informing in traditional learning styles. Game formats often will help them quickly intake information and motivate students to become engaged in learning from the traditional teaching methods. The games are educational and are on materials we are learning for each lesson I teach. I teach behavioral strategies and testing strategies to help these students feel comfortable during intensive learning and behavioral situations and can help with anxiety and over-stimulation.


Dyslexia is a specific learning disability that neurological in origin.

When teaching students with Dyslexia I have used a multisensory approach. I use an intervention program where students learn by hearing sounds; manipulating color-coded sound, syllable,and word cards; performing finger tapping exercises, writing down spoken words; reading aloud and what they heard in their own words. All skills and knowledge are reinforced through visual, auditory, kinesthetic, and tactile senses. What is taught for reading is also reinforced for spelling and writing skills.

I teach students sounds to automaticity, which helps with increases word speed fluency. The program I teach focuses on total word structure that also is important for increasing reading fluency instead of just focusing on individual sounds. The program I teach uses a phonemic and syllabic segmentation approach according to word attack skills that focuses on the six syllable types. The decoding skill in this area for children with dyslexia is where they lack the ability to quickly decode unknown words in to small units and segment them together to read those syllables as a whole word. I am able to teach this skill using this program, which increases the rate of decoding skills for children with dyslexia.

This program I use also helps them with their comprehension skill as they learn concepts using controlled written text. Concepts are learned first in isolation and then directly transferred in to text.

Elementary (K-6th)

I have taught for 12 yrs. I have passed the IL State K-9th state exam. I use hands-on strategies to teach reading, math, special education. I use all learning styles; visual, auditory, kinetic, and tactile approaches to learning. I am familiar with different Response to Intervention programs that will help students in K-6th grades. My lessons are very individualized and focus on the child's needs. I assess the student first to get a baseline assessment and develop goals that will bring the student to the final goal that is to be obtained in a measurable format. I use Curriculum-Based Measurements such as AIMS Web and other interventions from Intervention Central which I have been trained on. I use The Wilson Reading Program for students who struggle with dyslexia and other reading difficulties. I am very good in differentiating lessons so that different approaches are used more than ones and a variety of learning strategies are used in order to keep the attention of all the students I teach.


I teach phonics in a multi-sensory approach. Phonics is the second of 5 areas of Reading. I teach students sound/syllable relationships and using word families as a starting point for some students that struggle with blending individual sounds together. I have been trained on the Wilson Reading Program and the 95% Group Intervention program. I use music, technology, and manipulatively and sensory learning to teach Phonics. Kinetic movement is also incorporated in my teaching approach for younger students and for older students word attack skill are incorporated. I use poetry to help enhance the understanding of sounds and and word families that help with pattern recognition and auditory processing. I use making words approaches from Patricia Cuddingham and the 95% percentile Reading Intervention Program strategies. I incorporate the study of sight words as we are learning phonics to continue to improve reading fluency. For students with dyslexia and similar disabilities The Wilson Reading Program is one I use that is quite multi-sensory and uses the strategies of chunking sound parts for students that struggle with blending words and often will read individual sounds rather than with continual fluency. I focus on word attack skills with older students that have missed the gap from phonics to fluency to comprehension.

Special Needs

I have been a special education resource teacher for 10 years with certification in Learning Behavior Specialist-1 and a Masters in Special Education. I teach students with disabilities by first assessing where the students are in order to get a base line assessment and then write goals and benchmarks according to the students' strengths and weakness and the levels in which the students scored on the base-line assessments in different subjects or school functioning areas. My methods of teaching involve individualizing lesson plans and instruction for individual students or groups of students that are at the instructional functioning level of the students I teach. The lessons are hands-on, interactive, use a variety of learning styles; audio, visual, tactile, kinesthetic and involves the multiple intelligences, which uses musical and technology of all kinds to reach the multiple-disabilities of all the students with disabilities who learn in many ways. My lessons are simplified enough for the students to understand basic concepts, but allows them ability to at a rate that pushes them to succeed and meet their IEP Goals annually. Students with behavior disabilities I teach learn behavior and social skills while learning lessons of taking responsibility for owning one's behavior and accepting consequences. Students are rewarded through PBIS: Positive Behavior Intervention System and getting rewarded for demonstrating good positive behavior and when negative behavior occurs then students have to own their behavior. I teach students how to make good choices and how to determine between what are good choices and what are bad choices through social skills lessons and through literature that have social skills theme messages. Students with disabilities that need life skills I have taught lessons in ways that show direct teaching of what skills students need to function in every day life. Lessons are visual and are functional to show through pictures and actually teaching each step by step of every skills from getting ready for the day to going out to the grocery store and buying food to going to buy a meal at McDonalds. The lessons are based on the disabilities of the students and the ages of the students. This is what I do as a special education teacher and how I implement methods of professional teaching strategies of special education and teaching of students with disabilities to meet their Goals according to their IEPS. Individual Education Plan.

Trinity Christian College, Palos Heights, IL
Chicago State University- Special Education


Trinity Christian College, Palos Heights, IL

Chicago State University- Special Education (Master's)

Very patient

My son enjoys going to tutor with Ms. Cara. She is very good with him and understanding his needs. Ms. Cara is great a letting me know his strengths and what we need to work on. More importantly to me and for my son she is familiar with special needs and it makes it easier when he is having a bad day. He always leaves Ms. Cara happier then when he got there. She is great!!

— Sharleen, Glen Ellyn, IL on 10/31/12

Hourly rate

Standard Hourly Rate: $40.00

Cancellation: 24 hours notice required

Travel policy

Cara will travel within 15 miles of Lombard, IL 60148.