University of Michigan (Special Education)
Harvard Graduate School of Education (MEd)
I have over twenty years of experience teaching reading and language skills to children. I enjoy one-to-one tutoring because it is ideally suited to provide individual attention and the diagnostic-prescriptive approach for learning disabled students. I develop a tutoring plan specific to their needs, provide instruction with built-in assessment, and continually modify my instructional plans as progress is made or better approaches are found. I find that learning disabled students require explicit instruction, not just exposure or independent practice which is often all they receive in some classroom settings. While I have used a variety of techniques to teach reading, most often I have found that reading disabled students require explicit phonics instruction using a multisensory approach (such as the Wilson Reading System) to help reinforce sound/symbol associations, help applying this knowledge to decoding and spelling, and practice reading both controlled and more natural text. In addition, I like to teach students strategies to make them more independent in order to improve classroom, test-taking, and homework performance. Furthermore, I feel it is important to help the learning disabled student experience success. Success boosts their oftentimes flagging self esteem and enables them to take the risks necessary to learn. Finally, a love of learning and reading is important to foster since learning disabled students often find studying and reading laborious and unpleasant tasks. I try to foster this appreciation through tapping into each student’s interests, using quality children’s literature and real life materials, and building in success.
I have over twenty years of experience teaching reading and language skills to children. I enjoy one-to-one tutoring because it is ideally suited to provide individual attention and the diagnostic-prescriptive approach for learning disabled students. I develop a tutoring plan specific to their needs, provide instruction with built-in assessment,
My 3rd grade son really enjoys working with Amy. She's very calming and makes the session fun and interesting and he looks forward to it each week. He's progressing wonderfully and is feeling more confident every session!
We are very pleased with Amy's focus and dedication in her approach to working with Andrew. She is prepared, proactive and very interested in helping Andrew make progress in his studies. We are very happy to have her as Andrew's tutor.
We connected with Amy after a mid semester report, suggested our son was not reading on grade level. His teacher is not a good fit and our son wasn't happy at school anymore. We felt one on one reading assistance would be the our best option, we were right! She is wonderful, our son loves his sessions, and looks forward to working with her. His spirit and confidence is returning, as well as, his reading comprehension. Thank You.
Experienced professional educator associated with reading skills and associated cognitive issues who cares about her students and takes a personal interest in her students and the result of her efforts.
Amy is always very prepared for each session and is thinking forward to an assignment for the next. Since many of my daughter's struggles are vision related, fatigue can be an issue. She listens to my daughter very carefully and goes out of her way to find materials on topics that interest her, keeping her engaged for the whole lesson. So often, we are surprised by Amy's "perfect" choices. It's almost like she has ESP!
We really appreciate Amy. She is professional, prepared, and reliable. The best part is that my 12 year old who hates school actually looks forward to her sessions. He benefits from the 1 on 1 time and has built confidence in his writing and reading. He said that he likes working with Amy and that she really knows how to write "even better than you mom." It's ok though, having him look forward to school work is worth it!
It's very obvious that Amy takes the time to plan and prepare material to help the progress of learning. She always comes well prepared for the lesson. She has a great way of keeping a distracted child on course and keeping the motivation and love of learning alive. My daughter enjoys the time she spends with Amy.
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 more than 25 years’ experience working with dyslexic and learning disabled students. My training includes a master’s degree in reading, language, and learning disabilities from Harvard Graduate School of Education, as well as training in the Wilson Reading System. I provide explicit and systematic reading instruction to help struggling learners become fluent, confident readers.
I have more than 25 years’ experience teaching elementary age students in reading, written language, and math. I work with children of all ability levels to provide individualized instruction to improve their skills and confidence.
I have trained in the Wilson Reading System and use research-based principles to teach phonics in a systematic, multisensory approach. My goal is to help students understand the structure of language so they can decode words to read fluently. My educational background includes a bachelor's degree in special education and a master's degree in reading, language, and learning disabilities.
I have been working with struggling readers for more than 25 years. My goal in tutoring is to provide individualized and systematic instruction to help my students become fluent and confident readers. My training includes a master’s degree in reading, language, and learning disabilities from Harvard Graduate School of Education, as well as training in the Wilson Reading System.