skills to succeed
Confidence
Processing Speed
Confidence
During their first session, students rank their level of confidence in the areas they take pride in, as well as subject areas currently perceived as weaknesses. Over time, they watch their skills and their confidence grow! Students are always amazed when they compare their confidence rankings to day 1.
Motivation
Processing Speed
Confidence
Student interests are always incorporated to keep engagement high. In this photo, a student with a love of art and baseball uses a baseball diamond to track the number of bases he has covered during session. Each base represents a different goal (reading, spelling, handwriting, and math).
This form of instant gratification keeps him motivated and on track, which especially helps students with ADHD.
Processing Speed
Processing Speed
Visual Processing
Processing speed is a measure of the time required to respond to and/or process information in one's environment. Often times students fall behind at school simply because they can't process information quickly enough to keep up with their teachers' expectations.
Students engage in fun, expressive and receptive tasks to develop visual and auditory processing speed, as well as mental flexibility.
Visual Processing
Auditory Processing
Visual Processing
Sometimes visual processing is the sneaky deficit getting in the way of strong reading skills.
Students take part in fun visual scanning or search activities that train their eyes to scan from left to right, or look for specific details, mimicking the reading experience.
Auditory Processing
Auditory Processing
Auditory Processing
Sometimes auditory processing is the (other) sneaky deficit getting in the way of strong reading skills (or paying attention/following directions).
Students engage in activities that strengthen their listening skills, allowing their energy to go towards the academics rather than attempts to remember or piece together what was asked by their parent or teacher.
Handwriting
Auditory Processing
Auditory Processing
Challenges with letter formation, directionality, and sizing can limit a child's capability and/or desire to write.
We strengthen handwriting skills by integrating gross and fine motor movements, symbol imagery, and spatial awareness. Ease of handwriting takes one of the obstacles out of the writing process.
Executive Function
Reading: Phonemic Awareness/Fluency
Reading: Phonemic Awareness/Fluency
Many brilliant students struggle with organizational skills, time management, and performing multiple tasks.
Students become more self-aware as they learn attention awareness, prioritization, chunking, and self-monitoring skills. We address these areas with application to daily life: at home and in the classroom. Students become more indep
Many brilliant students struggle with organizational skills, time management, and performing multiple tasks.
Students become more self-aware as they learn attention awareness, prioritization, chunking, and self-monitoring skills. We address these areas with application to daily life: at home and in the classroom. Students become more independent individuals and more confident test-takers with the strategies learned.
Reading: Phonemic Awareness/Fluency
Reading: Phonemic Awareness/Fluency
Reading: Phonemic Awareness/Fluency
Phonemic Awareness is the biggest predictor of reading success and if deficient, does not improve without direct intervention.
Phonological processing or phonemic awareness is the ability to hear, identify, manipulate, and
substitute phonemes in spoken
words.
Beginning readers will learn sound/symbol correspondence, becoming automatic with t
Phonemic Awareness is the biggest predictor of reading success and if deficient, does not improve without direct intervention.
Phonological processing or phonemic awareness is the ability to hear, identify, manipulate, and
substitute phonemes in spoken
words.
Beginning readers will learn sound/symbol correspondence, becoming automatic with the sound each letter makes. Skills such as blending, segmenting, isolation, and elision will be strengthened to build a strong foundation for reading.
Reading fluency skills are built by practicing pacing, prosody, and general fluidity of verbal reading.
Phonics for Reading/Spelling
Reading: Phonemic Awareness/Fluency
Phonics for Reading/Spelling
A multi-sensory, Orton-Gillingham approach introduces students to vowel combinations, helping them become more accurate with decoding and spelling.
Many students begin struggling with spelling when the classroom has suddenly shifted from phonetic words to those with orthographic spelling patterns. The "sounding out" approach they were ta
A multi-sensory, Orton-Gillingham approach introduces students to vowel combinations, helping them become more accurate with decoding and spelling.
Many students begin struggling with spelling when the classroom has suddenly shifted from phonetic words to those with orthographic spelling patterns. The "sounding out" approach they were taught before no longer serves them (ex: "action" might be 'akshin' and they wonder why it's wrong).
Teaching kids orthographic mapping, syllable types, visual memory techniques, and mnemonics helps them quickly transition to A+ spelling quizzers!
Reading: Comprehension
Math: Higher Level Learning
Phonics for Reading/Spelling
Some students can read, but they couldn't tell you what they just read. Basically - they have received input, but haven't processed the information.
Students are taught visualizing and verbalizing skills for comprehension. Concept imagery is developed for students to create a movie in their mind while they read, allowing them to accurately describe or answer questions about the text.
Math: Foundational Skills
Math: Higher Level Learning
Math: Higher Level Learning
Basic number sense is the foundation to a successful "math mind," no matter the age!
Concepts are instructed in the following process:
1. Concrete (manipulatives)
2.Pictorial (drawing pictures) & Visualized (in the mind's eye)
3. Abstract (symbols)
Students first become masters with manipulatives, which develops their future ability to visual
Basic number sense is the foundation to a successful "math mind," no matter the age!
Concepts are instructed in the following process:
1. Concrete (manipulatives)
2.Pictorial (drawing pictures) & Visualized (in the mind's eye)
3. Abstract (symbols)
Students first become masters with manipulatives, which develops their future ability to visualize and manipulate numbers and concepts. Later, they apply these skills to the visual representation of numbers - in the form of symbols.
Math: Higher Level Learning
Math: Higher Level Learning
Math: Higher Level Learning
Students falling behind in higher level math usually struggle with some form of number sense.
Underlying skills are addressed WHILE also integrating course level work. This approach allows the student to fill in gaps AND experience success in their grade-level classroom.
During math tutoring, students learn strategies that are individualiz
Students falling behind in higher level math usually struggle with some form of number sense.
Underlying skills are addressed WHILE also integrating course level work. This approach allows the student to fill in gaps AND experience success in their grade-level classroom.
During math tutoring, students learn strategies that are individualized to their learning style, which guides them to become independent problem solvers.
