A “typical” Orton-Gillingham instructional reading session includes:
- Review and practice applying concepts that were taught in previous sessions
- Spelling
- Student spells phonetic words and phrases (these words are spelled the way they sound, like “cat”)
- Student spells non-phonetic words (these words are not spelled the way they sound, like “of”)
- Teaching new concept(s) at a pace that “fits” the student
- Some students learn one concept per session; some learn several new concepts
- Students use multisensory techniques to “program” the new concept, then practice reading and spelling words that contain it
- Reading
- Student spends a short amount of time reading a controlled passage to apply the new concept(s) we worked on in our session and reviewing/practicing previously taught concepts
Sessions last approximately one hour.
The frequency of sessions depends on the student and the goals that we’ve established for our work together. For example, if a student is working on a reading comprehension or writing-related strategy, we might meet once per week for several weeks. However, a student who is receiving Orton-Gillingham reading instruction might have sessions one or two times per week for several months.
My goal is to help each student experience success and achieve his/her goals as quickly and as efficiently as possible.
The rate for sessions will be discussed during our initial consultation.
Sessions are conducted remotely (FaceTime, Skype, Zoom, Google Meet, etc.). I currently work with several out-of-state clients.
Yes, I can provide effective individualized instruction for people of all ages.
No. I am not qualified to diagnose a student with a learning disorder. However, I can provide you with a list of licensed psychologists in the area who will provide high-quality evaluations and can diagnose learning disabilities.
Absolutely! I am happy to provide you with contact information for client/parent references or professional references.