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Reading Specialist with Harvard Degree + 12 US Patents
John A.

5,691 hours tutoring

Your first lesson is backed by our Good Fit Guarantee

Hourly Rate: $75
Response time: 9 hours
John A.'s Photo

Reading Specialist with Harvard Degree + 12 US Patents
Reading Specialist with Harvard Degree + 12 US Patents
John A.

5,691 hours tutoring

Your first lesson is backed by our Good Fit Guarantee

5,691 hours tutoring

Your first lesson is backed by our Good Fit Guarantee

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


Schedule

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Approved 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 (757 ratings)
5 star
(727)
4 star
(27)
3 star
(2)
2 star
(1)
1 star
(0)

Reviews

Knowledgeable, patient and kind

Mr. JOHN IS PERFECT WHAT MY SON NEEDS. He is kind but he re enforces what needs to be learned and young kids especially my little one needs that reenforment. We areooking forward to many more lessons to help my son in reading.

Gwendolyn, 4 lessons with John

Good strategy.

John has good content and also provides step by step guidance to students. Supportive towards students and encourages them. He has some books that students read and it’s organized with different formats. So that’s good approach.

Yogita, 3 lessons with John

Knowledgeable dyslexia tutor

My son is seven and I wondered how he was going to respond to the curriculum and style of tutoring John described to me in our first phone call. I am very open minded and John's easy going personality made it easy to move forward with that first lesson. My son had 4-5 months of tutoring 4 times a week which was a good foundation. John claimed that two days a week would be enough under his tutelage. My son responded so quickly it amazed his teachers and his very skeptical mother. His ability to retain what he read changed at an astounding rate as well. His memory and ability to retain directions was a weak area that has also improved dramatically. We went to the evaluation for his dyslexia and speech at his school after those three weeks with John. We found out he was reading progress 3 levels in 3 weeks, speech therapy was no longer needed. My son is proof that John's teaching style matched with his personality, gives the tools that make age a non factor.

Randy, 29 lessons with John

Dedicated and innovative. Gets along great with my teen!

John taught my older teen some reading skills to help her keep up with her demanding course load. Not having benefitted from formal remediation for dyslexia when she was younger, her reading difficulties really caught up with her partway through high school. John has amazing insight and is so eager to help others.

Sonja, 2 lessons with John

Specific skills, training and expertise

At this time, Wyatt has had 11 one-hour sessions with Mr. Adams, and he is beginning to read simple books (such as Mouse About the House), is picking up books on his own, and is attempting reading with more confidence! Wyatt has had roughly 3 hours a day of reading and writing instruction at school, for 180 days a year, for over 4 years now. That equates to over 2,160 hours of instructional time at public school. He has had 11 hours of instruction with Mr. Adams, and has made more reading progress than all of those hours in the care of the BSD. This is because Mr. Adams has the specific skills, training and expertise needed to actually meet his needs. I know that the teachers and paras working with Wyatt are well-intentioned and are trying their best, but they are ill-equipped to meet the specific needs of Wyatt’s dyslexia and dysgraphia.

Jennifer, 28 lessons with John

Unable to actually do this

The lesson is for my grandson...and I am several states away. He will tell you that it was good. But, what else do you expect from an 11 y/o boy? So far, there is no fighting about the lessons. And, the learning may be subtle.

Anonymous, 10 lessons with John

Exceptionally knowledgeable, patient & caring. We all love John like our family.

My wife and I feel incredibly fortunate to have found John Adams to help improve our son's reading. His teaching is superb at so many different levels. Not only is each session challenging and well tailored to our son's needs, but John's interaction with our son during each session is explarary. He is engaging, exceptionally knowledgeable, and provides frequent guidance and feedback to our son in a way that is patient and caring. The result is that our son stays engaged and enjoys each session while building upon John's previous instruction. Our son has made tremendous progress in reading this year and we are certain that this is largely attributable to John's expertise, love of teaching and attention to our son's needs. We could not be happier with John and he comes with our highest recommendation. Thank you John for all you do.

Fumiko, 41 lessons with John

Knowledgeable Tutor

My son has a stutter and has struggled with fluency for quite some time now. Thank you John, we have been able minimize the stuttering in our 2nd lessons We are now working towards fluency and achieving reading comprehension skills.

Tiffany , 9 lessons with John

So far so good!

I’ve had two sessions with John so far and my daughter is responding to his method of teaching. I have search far and wide for someone to help my daughter’s comprehension skills and I’m so glad to have found John. I will provide an update after we have had more sessions.

Jennifer, 20 lessons with John
Hourly Rate: $75
Response time: 9 hours
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