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John A.

Reading Specialist with Harvard Degree + 12 US Patents

Reading Specialist with Harvard Degree + 12 US Patents

$65/hour

  • 3,656 hours tutoring

About John


Bio

Mr. A. had dyslexia as a child and received help from Janet Rule, one of the founders of the Orton Gillingham structured phonetics movement. His tutor was actually the wife of the Dean of Students at MIT.

While at Harvard, Mr. A. found that structured phonetics fell far short of providing all the answers for reading well and quickly. He conducted a large number of reading experiments on himself over his college career, not always with ideal results. Nevertheless, he survived. He graduated...

Mr. A. had dyslexia as a child and received help from Janet Rule, one of the founders of the Orton Gillingham structured phonetics movement. His tutor was actually the wife of the Dean of Students at MIT.

While at Harvard, Mr. A. found that structured phonetics fell far short of providing all the answers for reading well and quickly. He conducted a large number of reading experiments on himself over his college career, not always with ideal results. Nevertheless, he survived. He graduated in 1968 with a B.A. in American History and a desire to improve reading.

Mr. A. decided he would become a professional inventor and solve a number of educational related issues, applying his theory of creativity to education. In the mid 80's Mr. A. wrote a structured phonetics course to help his then young daughter and other people learn to read.

By 1990 Mr. A. saw that he could finish his dream of building a tool to process any text in a way that would enable troubled readers to read at grade level, fast and well, and also help average and good readers become excellent readers. For the last twenty-five years he has focused his creative energy on solving reading issues with this new technology. Proportional Reading is the name for this new approach and the software Mr. A. wrote to empower students to do these things.

Mr. A. has spoken nationally and regionally at a number of conferences and has worked with a number of schools in the U.S.A. He was flown to Washington, DC to receive the national award for helping Dyslexics. He has also been invited frequently to other countries as a reading consultant, most notably Canada, Ireland, Northern Ireland and Czechoslovakia.

Mr. A. also worked with The University of Massachusetts (Boston) and a major textbook publisher to improve student reading of nursing textbooks, using his software.

In the spring and summer of 2018 Mr. A. designed a new way to teach reading improvement, using video conferencing, specially designed for 1on1 teaching to both individuals and group clas


Education

Harvard College
American History

Policies


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Subjects

Elementary Education

Phonics,

Phonics

I specialize in teaching with phonic tools I developed. These are very easy to use. Progress is rapid. My Phonics program is fun to practice independently at home, either by yourself or with your parents. The entire structured phonetic program is on two sides of one piece of paper. In addition, there are accompanying files of real human voice.
Reading,

Reading

My approach starts with reading great literature a phrase at a time, ahead of hearing the text read out loud, This is ideal for overcoming 8 Bad Reading Habits. Then students read out loud a punctuation interval at a time, again ahead of computer voice; this is ideal for developing fluency and thinking about questions being asked and answered. Then students read a sentence at a time silently as they hear the text read; this is ideal for learning how to read well at grade level. Finally, students start to read silently ahead of spoken voice; this teaches reading at college level speed and comprehension. Each step in this progression is accompanied by appropriate instruction.
Vocabulary

Vocabulary

My approach to building vocabulary is multidimensional and root based. My students improve their reading ability as they learn the words. The words are taught in groups involving a common root. My approach greatly enhances general knowledge, critical thinking, and test taking skills. My students also learn how to build their own vocabulary file as they read great literature.

English

ACT Reading,

ACT Reading

I have spent many years tutoring students from other countries to improve their reading comprehension and speaking, including for the ACT. I use a progression of specialized text formats. My approach improves writing as you improve reading. I also focus on building vocabulary and using one's auditory memory to answer questions.
Reading,

Reading

My approach starts with reading great literature a phrase at a time, ahead of hearing the text read out loud, This is ideal for overcoming 8 Bad Reading Habits. Then students read out loud a punctuation interval at a time, again ahead of computer voice; this is ideal for developing fluency and thinking about questions being asked and answered. Then students read a sentence at a time silently as they hear the text read; this is ideal for learning how to read well at grade level. Finally, students start to read silently ahead of spoken voice; this teaches reading at college level speed and comprehension. Each step in this progression is accompanied by appropriate instruction.
SAT Reading,

SAT Reading

The State of Massachusetts financed Mr. A as a demonstration site for all the schools in the State. He worked with nine schools on Cape Cod and many thousands of students and over 200 teachers, often working in individual classrooms for six months at a time. Quite frankly, this was an extremely rare opportunity in American Education, if not totally unique. Thousands of these elementary school students helped him debug his software program. Every night he would improve his program and counter any ways the young students had found to disrupt it. After a while it was debugged. His students were in third place as the most improved class in the state on the state MCAS test.
Vocabulary

Vocabulary

My approach to building vocabulary is multidimensional and root based. My students improve their reading ability as they learn the words. The words are taught in groups involving a common root. My approach greatly enhances general knowledge, critical thinking, and test taking skills. My students also learn how to build their own vocabulary file as they read great literature.

Homeschool

Reading,

Reading

My approach starts with reading great literature a phrase at a time, ahead of hearing the text read out loud, This is ideal for overcoming 8 Bad Reading Habits. Then students read out loud a punctuation interval at a time, again ahead of computer voice; this is ideal for developing fluency and thinking about questions being asked and answered. Then students read a sentence at a time silently as they hear the text read; this is ideal for learning how to read well at grade level. Finally, students start to read silently ahead of spoken voice; this teaches reading at college level speed and comprehension. Each step in this progression is accompanied by appropriate instruction.
SAT Reading

SAT Reading

The State of Massachusetts financed Mr. A as a demonstration site for all the schools in the State. He worked with nine schools on Cape Cod and many thousands of students and over 200 teachers, often working in individual classrooms for six months at a time. Quite frankly, this was an extremely rare opportunity in American Education, if not totally unique. Thousands of these elementary school students helped him debug his software program. Every night he would improve his program and counter any ways the young students had found to disrupt it. After a while it was debugged. His students were in third place as the most improved class in the state on the state MCAS test.

Most Popular

Reading

Reading

My approach starts with reading great literature a phrase at a time, ahead of hearing the text read out loud, This is ideal for overcoming 8 Bad Reading Habits. Then students read out loud a punctuation interval at a time, again ahead of computer voice; this is ideal for developing fluency and thinking about questions being asked and answered. Then students read a sentence at a time silently as they hear the text read; this is ideal for learning how to read well at grade level. Finally, students start to read silently ahead of spoken voice; this teaches reading at college level speed and comprehension. Each step in this progression is accompanied by appropriate instruction.

Special Needs

Dyslexia,

Dyslexia

I received the National Award for helping people with Dyslexia. Half of these people have ADHD. I am myself a student of Orton Gillingham. I have tutored many hundreds of people with Dyslexia.
Phonics

Phonics

I specialize in teaching with phonic tools I developed. These are very easy to use. Progress is rapid. My Phonics program is fun to practice independently at home, either by yourself or with your parents. The entire structured phonetic program is on two sides of one piece of paper. In addition, there are accompanying files of real human voice.

Summer

Reading

Reading

My approach starts with reading great literature a phrase at a time, ahead of hearing the text read out loud, This is ideal for overcoming 8 Bad Reading Habits. Then students read out loud a punctuation interval at a time, again ahead of computer voice; this is ideal for developing fluency and thinking about questions being asked and answered. Then students read a sentence at a time silently as they hear the text read; this is ideal for learning how to read well at grade level. Finally, students start to read silently ahead of spoken voice; this teaches reading at college level speed and comprehension. Each step in this progression is accompanied by appropriate instruction.

Test Preparation

ACT Reading,

ACT Reading

I have spent many years tutoring students from other countries to improve their reading comprehension and speaking, including for the ACT. I use a progression of specialized text formats. My approach improves writing as you improve reading. I also focus on building vocabulary and using one's auditory memory to answer questions.
SAT Reading

SAT Reading

The State of Massachusetts financed Mr. A as a demonstration site for all the schools in the State. He worked with nine schools on Cape Cod and many thousands of students and over 200 teachers, often working in individual classrooms for six months at a time. Quite frankly, this was an extremely rare opportunity in American Education, if not totally unique. Thousands of these elementary school students helped him debug his software program. Every night he would improve his program and counter any ways the young students had found to disrupt it. After a while it was debugged. His students were in third place as the most improved class in the state on the state MCAS test.

Ratings and Reviews


Rating

5.0 (612 ratings)
5 star
(587)
4 star
(23)
3 star
(2)
2 star
(0)
1 star
(0)

Reviews

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All reviews

Highly Skilled Tutor

My son has been working with John for more than 6 weeks now and I see a significant improvement in his reading progress. John is very adept at identifying the challenges that my son was facing and curating a program that would work for him. John is also incredibly thorough in his reviews and assessments. I am very happy with him!

Kristine, 8 lessons with John

excellent tutor!

John A. Has helped my son improve by introducing new techniques, which were quickly mastered. He has given him a renewed confidence!

Mary, 9 lessons with John

This has been a great expereince

We started our 4th grader with John in September 2020 twice a week, she was at a DRA (Developmental Reading Assessment) of 16(end of first grade) and the school just tested her DRA this month and now she it is at 28 (end of second grade) in 5 months he has improved my child's reading fluency of an entire school year. Thank John for the work you do.

Bree, 73 lessons with John

Not Your Average Tutor

John's method is not the same as others and it seems to be working for us. It is not a scripted guide of repetitive exercises. It is a personalized session with a collaberative effort to work on specific weaknesses. We are very pleased with the progress shown.

denise, 66 lessons with John

Knowledgeable and patient tutor

John’s technique is effective and brings results. My son is showing improvement in his reading faster than I could have expected.

Laura , 8 lessons with John

Great first lesson

John provided an easy to understand introduction and plan of action. My son experienced immediate improvement with the first technique used. My son is a 5th grader with Dyslexia.

Virgil, 7 lessons with John

Smart, insightful, brilliant

We really appreciate John's rather brilliant, unconventional teaching methodology. Although our 8 year old has only done a few sessions so far, we saw not only an improvement in her reading, but he also picked up on a vision issue that appears to be contributing to her dyslexia. Very impressed and appreciative for John's talents and insights.

Ava, 31 lessons with John

Knowledgeable and patient

Working with my daughter on her reading. Patient. Good tools. Flexible and helpful. She looks forward to these sessions now and is practicing between sessions .

Barbara, 76 lessons with John

Excellent Tutor

John was an amazing help to my 7 year old son who has dyslexia. We have had several lessons over the past month and the improvements my son has made are truly remarkable. My son went from barely being able to read beginner books to reading books at his grade level. His word recognition has dramatically improved and he now has the tools to sound out the ones he does not recognize. He is reading faster and smoother than before and is more confident. John is a very patient and encouraging teacher.

Pamela, 11 lessons with John
Contact John

Response time: 9 hours

$65/hour

John A.'s Photo

John A.

$65/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact John

Response time: 9 hours