I believe in the Science of Reading which supports the Structured Literacy approach. Reading is an acquired skill, and therefore, it is not easy or natural for most children. Reading must be explicitly taught. Children can learn how to read through an evidence-based reading intervention.
This has a direct impact on how I teach children to read. This is why I use the Orton-Gillingham Approach. This teaching approach meets the individual needs of students because it is individualized, personalized, diagnostic, prescriptive, multi-sensory, structured, sequential, repetitive, cumulative, and is emotionally sound.
I offer scripted programs based on the Orton-Gillingham and Structured Literacy approaches such as Barton and Toe By Toe.
To get the best results, I provide only one-to-one instruction. I currently offer sessions virtually. It is recommended for your child to have a minimum of 2 sessions to a maximum of 5 sessions per week. The highest success rates come when children receive daily instruction. Sessions are either 30, 45, or 60 minutes. This will be adjusted based on your child's needs, age, attention span, or schedule.
Individual sessions for students focused on reading, spelling, and writing using the Orton-Gillingham Approach.
Therapy sessions include:
Individual sessions for students focused on reading, spelling, and writing using a program based on the Orton-Gillingham Approach.
Individual sessions for students focused on reading using a structured phonics-based multi-sensory approach.
Individual online parent consultation session focused on providing support and advice if you are feeling overwhelmed and struggling to know what to do next and need help right now! Sign up for a personalized session anytime throughout the year to build capacity and move forward in an empowering way in your journey with your child.
Disclaimer: Parent consultation is not therapy. The service is not intended to substitute for the purpose of rendering professional counseling and psychotherapy advice or treatment. I will refer parents to appropriate services if needed.
Individual online parent coaching/training sessions focused on supporting and empowering you to gain knowledge, clarity & insights, address challenges collaboratively, find solutions with confidence, and increase skills using tools & strategies as you navigate your journey.
Disclaimer: Parent coaching is not therapy. The service is not intended to substitute for the purpose of rendering professional counseling and psychotherapy advice or treatment. I will refer parents to appropriate services if needed.
Children with Dyslexia often struggle with social-emotional and behavioral needs related to low self-esteem, low self-confidence, anxiety, poor emotional self-regulation, and a fixed mindset. They may have behavioral challenges such as work avoidance or high distractibility, or defiance.
It is critical for children to feel emotionally safe and accepted before they can learn. I focus on building positive and trusting relationships with the students. I provide instruction that is emotionally sound by providing learning opportunities that are scaffolded for success and meeting children at their level. This develops confidence and reduces frustration and anxiety.
I establish clear expectations for learning behaviors and use real-time teachable moments to develop a growth mindset, help manage attitudes, feelings, and moods, encourage independence, self-advocacy, and empower children to take ownership of their learning. I support children using a positive, direct, firm, fair, consistent, friendly, and respectful approach through collaborative and proactive problem-solving and solutions.
THE VISIBLE OUTCOMES OF ONE-TO-ONE THERAPY
IMPROVED MINDSET & SELF-ESTEEM
DECREASED SOCIAL-EMOTIONAL & BEHAVIORAL STRUGGLES
INCREASED SUCCESS & HAPPINESS
At Dyslexia PowerUp, I follow a clear, step-by-step intervention cycle that has the following components:
This is the most important step that will assist in assessing and identifying your child's current functioning levels in the different language areas such as phonological awareness, phonics, reading, spelling, writing, handwriting and sight vocabulary, etc. The choice of assessments used and the duration needed to administer these assessments will be based on the information you provide in the Parent Intake form and may vary for each child. The results of these assessments will provide the pre-data required to identify your child's learning needs, the target areas for intervention and help create an individualized support plan for your child. It will also be used to determine the frequency and duration of sessions that your child will require.
As parents, you will have the opportunity to have an initial free consultation to share pertinent information and a follow-up consultation to gain understanding about your child's needs. I will discuss the results of the assessment and the next steps in the process. You will receive the Parent Policy Handbook should you decide to move forward and commit to providing support for your child.
Based on your child's unique profile of strengths and needs, the specific skills and concepts will be identified and taught in the lessons. The intervention periods are in 8 or 12-week cycles, depending on your child's learning needs.
The lessons delivered follow a structured and systematic format with several parts such as phonemic awareness, a review of a previously taught concept, visual drill, auditory drill, blending drill, the introduction of a new concept, spelling, handwriting, sight word, reading and writing. The content of each lesson may differ, depending on your child's learning needs.
Progress Monitoring & Review:
Progress monitoring & review is ongoing and provides quick and frequent opportunities to custom design lessons to support your child's specific needs. Due to the prescriptive and diagnostic approach, immediate error analysis is given, with plenty of review, practice, repetition, and application. At the end of the intervention period, a reassessment of the targeted skills will be used to track progress. This will be followed by a progress review consultation meeting to discuss your child's progress, next steps, and recommendations. It will be scheduled every 8 to 12 weeks and can vary depending on the child's targets and needs. This will lead back to program planning and implementation in the intervention cycle.
Disclaimer: I do not believe in "quick-fix" programs, only in adding value, and serving others with excellence and consistency. Response to intervention may vary with each child. Progress is dependent on multiple factors such as the child's age, underlying issues, comorbidities, school experience, social-emotional and behavioral needs, work ethic, and mindset. It takes commitment, hard work, discipline, and consistency like any worthwhile endeavor and requires full parental support. Therefore, results may vary. I can not and do not make any guarantees about getting results with the approach. All services and products are for educational and informational purposes only. Nothing on these pages or any of the content used is a promise or a guarantee of results. The services are not intended to substitute for the purpose of rendering professional legal, medical, counseling, psychological, diagnosis, and other advice or treatment.
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