Private tutoring

Tutoring

.Miniumum 1 hour tutoring 2 days per week. Maximum 5 days per week.

For maximum growth, students should attend lessons 4 days per week, 1 hour per day.

Course length varies depending on students’ needs

Begin with a free Zoom Session!

Summer Literacy Camp

Join me for literacy growth: 1-1: 4 days x 1 hour per day.

Studies have shown that around 1 in 5 people have dyslexia, and as many as 43 million American citizens struggle with learning differences caused by dyslexia. Many of these individuals are adults, who did not receive an education that supports their learning differences at a young age. Challenges with reading, writing, and comprehending are some of the key areas of learning differences that affect dyslexic individuals. Not being provided with the appropriate interventions to support these skills and mastering them at a young age can cause many challenges with learning and succeeding across the life span and affect long-term outcomes. 

Lois discovered her dyslexia while teaching her son, Nicholas. Teaching him changed Lois’ life. She retrained as a literacy specialist, studying firstly in Australia, then Texas, and finally received her Master's degree in Literacy from SUNY (Albany).  Lois spent seven years as the District Reading Specialist in Lubbock, Texas, focusing on teaching children aged 7-16 who failed to learn to read. Lois has specialized in teaching children who fall into categories of Dyslexia, Developmental Language Disorder, Hyperlexic, and Learning Disabled.  She is a passionate and driven course instructor teaching. 

Why have children failed to learn to read through other programs? 

“Children learn what they are taught.” Learning to read is more complicated than just “teaching children to decode.” Having specialized in teaching children (age 8+) who have failed to learn to read, this program focuses upon numerous aspects of reading, not just decoding. Reading involves more than teaching students to decode (Cain & Oakhill). When all the teaching focuses upon teaching students to “decode” it is expected that the student will make all the “jumps” required in connecting all the dots to become a “skilled” reader. Secondly, many students have been in “phonics-based” reading programs for years and are still not “skilled” readers due to challenges with comprehension.

Lois is diagnostic in teaching, which allows her to incorporate many aspects of literacy in her approach.

Decoding skills: Lois approaches decoding by using multiple strategies to meet the needs of the student. She uses a structured approach, yet always connects student knowledge to the text.

Poetry: Writing poetry provides students with phonemic awareness, vocabulary and decoding skills.

Writing: Lois uses a variety of writing strategies to have students gain confidence.

High-Frequency Words: Teaching high-frequency words are more complicated than expected for the unskilled/dyslexic. Lois teaches these words explicitly, allowing the student to make memorable, powerful connections. Lois explicitly teaches “how the written language works.” (Cain & Oakhill)

Adaption of a text: Adapting text turns an appropriate story into a drama/reader theatre. This requires the student to become a “skilled” reader. Students apply all their skills. Lois writes and re-writes the text to meet the needs of the student.

Creating a positive experience for learning Kinesic Theory of Learning (Cantor, Boser): Through supported reading, students are actively engaged in making meaning from the text. Acting out the text requires thoughtful reading, decoding words, comprehension, and active engagement.