CW Post LIU --- School of Education (Elementary education)
CW Post College of LIU (Master's)
As a child, I did not like reading, we were taught using the sight word approach. We had to memorize each and every word. The books we read were Alice and Jerry and Dick and Jane. We all laughed at the ridiculousness of the controlled vocabulary "Look, Alice look! See Spot run! Run, run, run!"
I used to think, "This is not how we speak; this is so boring!" I had no desire to read. That was a contributing factor in my becoming a reading specialist. I knew how it felt to not want to do the first thing I was asked to do in school. This so colored my attitude toward learning!
Now, I am a certified teacher, with a Bachelor of Science In Elementary Education, a Masters of Science in Reading and an additional certification in the WILSON Reading System. I have worked with elementary students for 25 years.
When I am introduced to some of these children, whose only experiences in school have been negative and they feel so horrible about themselves because they know how hard it is for them and not others, it is heartbreaking. Learning needs to be fun, creative and interesting. Success for the student needs to be embedded in their learning tasks. I am sensitive to their learning needs and know how to encourage my students to learn and laugh! As a child, I did not like reading, we were taught using the sight word approach. We had to memorize each and every word. The books we read were Alice and Jerry and Dick and Jane. We all laughed at the ridiculousness of the controlled vocabulary "Look, Alice look! See Spot run! Run, run, run!"
I used to think, "This is not how we speak; this
Maddi has great passion for teaching children to read. She has only worked with my daughter for 2 weeks now, but my daughter absolutely loves and feels comfortable with her -- which is extremely important for a productive learning environment. Maddi is an expert on breaking the extremely complex task of reading into small steps that actively engage children and allow them to learn the needed knowledge to become a proficient reader.
My daughter is 7 years old and in second grade. She was having great difficulties decoding words, spelling and had basically given up trying. Maddi was referred to me by another parent who spoke very highly of her. Maddi spent a great deal of time speaking with me on the phone, prior to our first meeting, listening to my concerns and talking about the program she provided. We have been working with Maddi for almost 5 months now and I have seen significant progress in both my daughters abilities and confidence. Maddi is an educated, highly skilled and experienced teacher. She is kind, loving and in tune to my daughter's needs. You can tell she loves working with children. I would highly recommend Maddi. We just love her!
She is absolutely the sweetest most patient teacher. My daughter loved her and was so excited to meet with Maddi. She cannot wait for her next appointment. She felt that she is going to be fun and really help her. Not a usual response from my child with tutors from the past. A+
Maddi was a wonderful surprise to find via WyzAnt! She is pleasant and easy to work with. My daughter loves her and has been making steady and quick progress using the Wilson techniques. My daughter loves her sessions so much that she never complains about going! Maddi's knowledge of the Wilson Technique and her experience as a teacher working with elementary age children is a invaluable!
Great tutor for my dyslexic elementary student. She knows Wilson, so can help with that, but also has lots of other knowledge and material to adjust to my daughter who doesn't quite meet a particular profile. Helpful for building her self esteem and getting her to open up also. She brings her experience as a teacher to make each session worthwhile.
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.
In the school district where I taught for 18 years, the teachers attended many workshops on common core and it's methodology. As a reading teacher, I had been using many of the concepts to support my more advanced students. Deeper reading was one of the strategies I used. All my students were introduced to the comprehension focus of the lesson and would continue to reflect back throughout the course of the material. The students were always encouraged to ask themselves important questions to grasp the more intuitive meanings.
To work more effectively with my struggling students, who were non-readers in 3rd and 4th grade, I spent a year receiving certification in the WILSON Reading System. This is a very structured, scripted 10-step multi-sensory approach to the acquisition of sound - symbol relationships. Through the manipulation of sound cards and tiles, blending of sounds, recognizing the patterns in our language, reading, writing and understanding of the written word, students become motivated readers through their investment in their own learning. They enjoy the repetition of the steps and learn to depend on the structure and inherent success as well as the ownership of their success! Seeing the glow of acknowledge in their eyes is all worth it!
As a certified teacher, with a Bachelor of Science In Elementary Education, a Master's of Science in Reading, and an additional certification in the WILSON Reading System, I have worked with elementary students for 27 years.
A third grade student who is a non-reader often considers him/herself a failure. That is a horrible thing to see in a child! His eyes avert yours or he is so anxious it is impossible to sit and attend. These sad children have tugged at my heart strings. So, to be able to work with these students and see their faces change, smiling more easily, better posture and charging into my room to set up for his class, that is my dream. It is so worth the time, sometime years, that we have spent together.
Every so often I run across an old student. The face may look familiar, then the young person before me will say " You were my reading teacher!" They can't wait to tell me about their lives, and how productive they are. We both laugh, I am the one with tears in my eyes.
Grammar is a difficult subject to teach to children. Oral language is the basis for all future learning. When children have not developed the basics of oral language and reciprocal conversation they have difficulty with reading, writing and of course grammar. I engage my students in appropriate everyday language, teach the rules to them and then have them listen carefully to the sounds and the correctness of what is being said to them.
Children love hearing and telling stories! When they begin to realize they can access the world of literature through their own reading skills it makes them feel so empowered.
Showing them the methods of comprehension, deep reading and that their own opinions have real value is a gift to be a part of.
I have taught whole class lessons in literature in elementary grades, middle school classes, as well as freshman classes as an adjunct professor.
I studied the WILSON Reading System and became certified in this Process. It is a highly structured ten step multi sensory procedure that allows the students to gain and retain the individual sound symbol relationships, blend them into words and then manipulate them into sentences.
This system incorporates sounds, blending, reading, writing and comprehension. I have had a lot of success with my students.
Reading, of course, is my first love, after my two grown daughters and my granddaughter. I was not read to as a child, different times perhaps, however intuitively I recognized the value of reading to both my girls! Rarely was there an evening when at bedtime, they were not read to.
When I was completing my master's and I was a graduate assistant and teaching, my younger daughter asked me to read to her, and so I asked her to read to me instead! The reading continues: my daughter has been reading to her daughter since she was an infant.
I have a Bachelor's of Science in Elementary Education, a minor in Literature, and a Master's of Science in Reading, grades K-12th.
I received an additional certification in reading for students who truly struggle with the acquisition of sound symbol relationships. The WILSON Language System has afforded me a much deeper grasp of our language and the patterns that can be recognized and predicted to aid in reading skills.
Teaching spelling in the whole class setting through a spelling series has been mastered. My WILSON training has given me additional insight and a greater knowledge of the methods of knowable patterns contained within our language. The students ultimately enjoy finding these patterns and learn to apply them to their spelling as well as using context.
In addition to the reading support and teaching of study skills in both my small groups as well as my whole class instruction, I taught a "Saturday Academy" for middle school students.
The course was designed to prep them for the coming state assessments. The curriculum was based on content area material and how to read it in a meaningful, organized way.
I taught the students how to preview a chapter, turn the major headings into questions, then read specifically to answer those questions. This was an effective way to read, comprehend and take notes to study from.
Vocabulary, I believe, is fun to teach. I generally use atypical vocabulary with my students and define it with its context. When children realize they are being spoken to with genuine respect they take on a different demeanor. They like using more advanced words! Now when teaching vocabulary we usually focus on recognizable base words and spend a lot of time with the utilizing of context clues; the CLOZE procedure is a fun way to gain meaning using the whole paragraph with a variety of types of clues.
I love teaching writing! I introduce each of the 5 types of writing: descriptive, expository (to explain), persuasive, narrative and practical. One is introduced at a time, defined, then modeled.
We analyze the piece to make sure it has the necessary elements of a proper piece of writing, introduction, body and conclusion paragraphs. This is not an easy process, but the students are given the basic formula, the definition of the type of writing they need to create and listen to several models written by me, and then a short piece of literature which clearly illustrates the specific type of writing. Some children may struggle, but they learn to persevere and they will need several individual remedial lessons.