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LeTourneau University (Business Management)
university of texas at arlington (MEd)
I am a Certified Academic Language Therapist and a Licensed Dyslexia Therapist. I have a Masters of Education degree from the University of Texas in Arlington with a triple literacy focus. I am certified by the Texas Education Agency as a Reading Specialist and Master Reading Teacher. Additionally, I am certified in Special Education (K-12), English Language Arts & Reading (4-12) and English as a Second Language. I began my teaching career as a special education teacher but quickly realized how many of my students were dyslexic. In order to assist these students, I sought and obtained training in the Orton-Gillingham method, a multisensory structured language approach, through L.E.A.D (leadabcd.com). I am a member of the Academic Language Therapy Association and the International Dyslexia Association, and I attend their conferences annually. I have been teaching using the OG approach for the past seven years with excellent results. Often, I have had students ask me if I am dyslexic. The answer is, "No." Due to the close relationships I have developed with my students, however, and due to the number of books and research articles I read regarding dyslexia, I closely relate to students with dyslexia and their special needs. I enjoy working with students and am immensely passionate about what I teach. If your child is dyslexic, needs to be taught reading and written language skills, and needs more help than what he/she is receiving at school, please call me. I do work full-time during the day, so tutoring sessions would need to be scheduled for evenings and weekends. I look forward to working with your student and in making a difference in his/her life.
I am a Certified Academic Language Therapist and a Licensed Dyslexia Therapist. I have a Masters of Education degree from the University of Texas in Arlington with a triple literacy focus. I am certified by the Texas Education
Sue is very energetic, enthusiastic, and really just plain great! She has really grasped the situation with my grandson. As a matter of fact, he received the "Most Continuously Improved" award for the last six weeks at his school. I feel so blessed that we found her. I know his life has been made so much better as he is so very confident now.
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I am certified in Special Education, K-12, by the State of Texas. I was the Resource Math and ELA teacher at an elementary school in Fort Worth ISD for 5 years. Additionally, my CALT license has prepared me to teach reading to all grade levels. Additionally, I have a master's degree in reading from the University of Texas at Arlington.
My master's in education, along with my years of teaching experience and my CALT certification, indicates that I have the qualifications necessary to teach grammar. There are several methods that I like to use--all being multisensory teaching methods. While many debate the value of learning grammar and parts of speech, I think that a grasp of the basics is essential for all students as it contributes to proficiency in writing.
Besides being an avid life-long reader myself, I have a M. Ed. with a triple literacy focus from the University of Texas in Arlington. I have been a reading teacher for 11 years, and I am certified by the State of Texas as a Master Reading Teacher and a Reading Specialist. Additionally, I am certified to teach reading to students in grades 4-12.
My training as a Certified Academic Language Therapist has prepared me to actually teach spelling. In the Orton-Gillingham method of teaching, students are taught the six primary spelling rules along with spelling "situations." Students are not simply told to memorize a list. Memorization does not work for students with weak orthographic memories, they must be taught rules that they can rely on. While many people consider the English language to be "crazy," eighty-percent of words in English are regular for spelling if one knows the rules.
Research has shown, over and over again, that giving students lists of vocabulary words to memorize and then testing them on Friday is not an effective means by which to build vocabulary knowledge. Students do not learn vocabulary this way. They need to read and listen to audio-books in order to truly expand their vocabularies. Other than that, they need to be taught morphology: the study of prefixes, suffixes, and roots. Additionally, they need explicit instruction in how to use context clues to help determine word meaning. My teaching experience and education indicate that I am highly qualified to assist students as they work to build their vocabulary knowledge.