I have worked as a classroom teacher, resource room teacher, assistant principal, district literacy leader, national literacy consultant, and of course - a tutor!

I work throughout Fairfield county, CT and certain regions of Westchester including: Scarsdale, Rye, and Rye Brook.

I primarily work with students in-person because students are more engaged. There are some circumstances where remote tutoring and check-in sessions are beneficial for students and this can be accommodated.

I offer 45 and 60 minute sessions. The length of each session and number of sessions per week are dependent on the child, their age, their focus, and the skills they are working on. For some children two shorter sessions may work better than one longer session.

Before a child learns to read, there is a lot of prerequisite knowledge and skills they need to have. Here are some of them:

Knows the names of upper/lower case letters

Can see a lower case letter and quickly produce the most common sound it makes

Knows the difference between letters and words

Can count the number of words in a short sentence

Can orally blend sounds together

Absolutely (as long as I have permission)! In order to fully support your child, I need to know how they are transferring the skills worked on in tutoring to school. I set up calls with teachers a few times a year and communicate via email. I will also request to see in-school assessments and incorporate the results into my tutoring plan.

The science of reading is the body of research that describes how the brain learns how to read and write. This research has shown that learning to read and spell is an incredibly complex process that must include systematic instruction in various skills.

After the first learning consultation, to the extent I do not believe I can best address your child’s needs, I will refer you to an appropriate educator who can better serve your child’s needs.

Whole language and phonics describe two different approaches to the teaching of reading and writing/spelling skills. With a phonics approach, students are taught to use the sound/letter relationship to read words. Phonics includes systematically teaching a child the single letter and letter combinations that represent each sound in the word. Students get practice blending the sounds the letters make to form words. Whole language uses the meaning and context of a word within a sentence to help readers determine what the word is. At LGC Learning, we use a PHONICS FIRST approach.

Certifications/Training

Wilson Language Training (An Orton-Gillingham program)

The Hochman Method (The Writing Revolution)

Reading Mastery Phonics

Heggerty Phonemic Awareness

AIMS Pathway for Proficient Reading

Teachers College Reading and Writing Project

Investigations Math

DIBELs

Fountas and Pinnell