Literacy Tutorial

Service Description

Veronica provides targeted reading, spelling, and writing instruction to students in grades 2 through college. Before lessons start, she use's a range of diagnostic tools to assess where student's are currently performing in the areas of phonological awareness, reading fluency, spelling, reading comprehension, grammar and mechanics, and written expression in regards to organization and content. Prior to instruction starting she also reviews any records provided by families including psychological evaluations, progress reports, IEP's, standardized testing reports, and teacher feedback. Veronica integrates these results to create individualized and prescriptive lessons that support student's independent reading ability. Tutorial options include both group and 1:1, and Veronica may recommend a specific model based off the student's current needs. Typically instruction for beginning readers includes explicit teaching of the structure of the English language through review drills, teacher modeling, spelling practice, repeated word reading, decodable passages, and reading fluency practice. Instruction for student's who have basic reading skills already may include metacognitive approaches such as questioning, note taking accompanying reading, summarizing, visualization, and practice relating new concepts to already learned schemas. Vocabulary development is emphasized across multiple grade levels and facilitated through multi-sensory instruction. Comprehension concepts including but not limited to main or central idea and theme development are explicitly taught and repeatedly practiced. Writing instruction includes strategies for content, organization, style, and grammar. Veronica will assess where student's are currently performing in regards to writing grammatically correct sentences, organizing their writing into complete paragraphs, and also into essays that respond to specific prompts. Instruction will then be targeted based on identified areas of weakness. Learning goals are created once a diagnostic review has been completed, and the goals are shared with the parents and when applicable the student. Session notes are shared each session and progress reports on the learning goals and sent to parents once every 8 weeks. As student's make progress the student's learning goals and reading focus will be adjusted as necessary.