Reading and Dyslexia Tutors
Reading and
Dyslexia Tutors
Reading and Dyslexia Tutors
Orton-Gillingham Reading Tutoring
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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, 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)
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Fluency
Reading Tutoring - Science of Reading and Orton-Gillingham
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
With Tutoring Based on the Science of Reading and Orton-Gillingham,
Your Child or Teen Can Learn 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 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.
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"Decoding" Instead of Memorizing
(Science of Reading, including 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.
"Our second grader was struggling with reading and was assessed as dyslexic. We started working with Kids Up Reading and 6 months later her reading, spelling, and confidence levels have all improved dramatically."
2nd Grade
McLean, VA
"It's great to really see his growing confidence and less anxiety around his spelling! Thanks for all your ongoing, creative efforts to make spelling fun for him."
6th Grade
Chevy Chase, MD
"He's definitely improving and becoming more confident in reading... And I love the detailed reports of things he's working on."
5th Grade
Arlington, VA
"I have a rising 11th grade boy with reading and writing disabilities and was concerned about doing reading remediation so late in his education... Our coach Rachel has been amazing... I highly recommend Daniela and her team. The process and support has been seamless and beyond my expectations."
11th Grade
Seattle, WA
"When we saw some of his reading and writing work, we were absolutely blown away. He was able to write a whole story about his first karate class, using excellent grammar and spelling."
2nd Grade
Chevy Chase, DC
"I just want to put in a HUGE POSITIVE plug for Kids Up Reading Tutors. Daniela was a GODSEND. Our child is reading better, spelling better, and has just SO MUCH MORE confidence."
6th Grade
Chevy Chase, DC
"Thank you! I had Sarah's parent teacher conference this week and her ELA teacher had very positive things to say about her reading fluency."
4th Grade
Bethesda, MD