Reading and Dyslexia Tutors
Reading and Dyslexia Tutors
Orton-Gillingham Reading Tutoring
About one-third of students learn to read on their own, with little or no help from their parents or teachers. Another third will learn with some instruction, regardless of the method used. The remaining students, about 40% of the population, need more. They need instruction based on the "Science of Reading."
Unfortunately, many classroom teachers haven’t received the training they need in order to teach this group of students effectively.
In order to develop strong foundational reading skills, about 40% of students need systematic, explicit instruction in:
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Phonological awareness (also known as phonemic awareness)
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Phonics (based on Orton-Gillingham)
-
Fluency
Orton-Gillingham Tutoring Can Teach
Your Child to Read Fluently
We specialize in helping struggling readers “decode” the English language and develop a love for reading using personalized, evidence-based instruction, games, and books. We build skills and confidence and ensure that each student learns to read fluently and enjoys the process.
"[She] is so much improved. She seems to be flying through Diary of a Pug, not getting tripped up on too many words, handling some tricky words well, understanding the story as she reads, and clearly enjoying it with her dramatic renditions."
– Third Grade, AU Park, Washington, DC
We provide the expert instruction these students need.
At Kids Up Reading Coaches, we use Orton-Gillingham tutoring combined with phonological awareness and fluency training to help students become fluent readers, good spellers and confident students.
"Max has really blossomed into an excellent reader under your guidance. He is doing very well in school, reading on his own for pleasure, and even helping other kids in his classroom."
– Kindergarten, Cleveland Park, DC
We provide the expert instruction these students need.
At Kids Up Reading Coaches, we use multisensory Orton-Gillingham tutoring combined with phonological awareness and fluency training to help students become fluent readers, good spellers and confident students.
"Max has really blossomed into an excellent reader under your guidance. He is doing very well in school, reading on his own for pleasure, and even helping other kids in his classroom."
– Kindergarten, Cleveland Park, DC
What is Phonological Awareness?
Can your student tell you all the sounds they hear in the word "clamp"?
Can they say "sleep" without the /s/ or “grand” without the /n/?
Can they say "bake," but with a long /e/ sound instead of the long /a/ sound?
That’s what phonological awareness is all about, and it’s key to becoming a good reader.
Fluent readers understand that words are made up of individual sounds and can manipulate those sounds to create new words.
Without good phonological awareness, phonics doesn’t make sense. If you don’t understand that combining the long /a/ with "r" and "n" makes "rain," your teacher’s "ai" lesson won’t stick.
We use the phonological exercises in the video, combined with multisensory Orton-Gillingham instruction, to teach students how our reading and writing system works.
At Kids Up Reading Coaches, we call them “word games,” and kids love them.
"Decoding" Instead of Memorizing
(Orton-Gillingham Phonics Instruction)
We see a lot of children with poor phonological awareness who haven't learned the phonics patterns they need to decode unfamiliar words. They try to memorize words (for example, by their size, shape and first letter). But there's a more effective way to learn to read!
Our reading tutors use systematic, explicit, multisensory instruction with the Kilpatrick One Minute Exercises and the Orton-Gillingham methodology and materials to teach students the phonological skills and phonics patterns that will help them become fluent readers.
We introduce each phonics pattern with a short lesson and do targeted practice on the Orton-Gillingham Blending Board (see the video below). Then we practice that pattern by spelling and reading words, sentences, and stories with that phonics pattern.
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About one third of students learn to read on their own, with little or no help from their parents or teachers, another third will learn with some instruction, regardless of the method used. The remaining students need more.
They need instruction based on the "Science of Reading."
Unfortunately, most classroom teachers haven’t received the training they need in order to teach this group of students effectively.
In order to develop strong foundational reading skills, about 40% of students need systematic, explicit instruction in
-
Phonological awareness (also known as phonemic awareness)
-
Phonics (based on Orton-Gillingham)
-
fluency
Early on, we use “decodable” sentences and stories with our students. Decodable passages only use the phonics patterns students have already learned.
The more phonics patterns they’ve learned, the more phonics patterns there are in the story.
By only asking students to read words they have the skills to read, we help them gain confidence in their abilities as readers and teach them to sound words out, not guess at them.
Early on, we use “decodable” sentences and stories with our students. Decodable passages only use the phonics patterns students have already learned.
The more phonics patterns they’ve learned, the more phonics patterns there are in the story.
By only asking students to read words they have the skills to read, we help them gain confidence in their abilities as readers and teach them to sound words out, not guess at them.
Without good phonological awareness, phonics doesn’t make sense. If you don’t understand that if you put the /r/ sound in front of a long /a/ and the /n/ sound after it you'll get "rain," your teacher’s "ai" lesson won’t stick.
We use the phonological exercises in the video, combined with multisensory Orton-Gillingham instruction, to teach students how our reading and writing system works.
At Kids Up Reading Coaches, we call these exercises “word games,” and kids love them.
Fluent Readers. Good Spellers. Confident Students.
Early on, we use “decodable” sentences and stories with our students. Decodable passages only use the phonics patterns students have already learned. The more phonics patterns they’ve learned, the more phonics patterns there are in the story.
We only ask students to read words that they have the skills to read. This is how we help them gain confidence in their abilities as readers and teach them to sound words out, not guess at them.