“If the child is not learning the way you are teaching, then you must teach in the way the child learns.”
– Professor Rita Dunn

Session Information



  • During an initial telephone consultation, we discuss the student’s learning challenges and goals, as well as a plan for how we can work together to help the student reach those goals
  • I create a lesson plan in advance of each session that is customized for each student; each lesson plan is designed to help a student master the concepts related to their goals
  • Each lesson plan builds on the previous session; I review (or reteach) concepts that were difficult, or move forward with new concepts at a pace that “fits” the student


  • Sessions (usually one hour long) are conducted remotely (FaceTime, Skype, Zoom, Google Meet, etc.)
  • No contract, minimum, or predetermined number of sessions required
  • Reasonable session rates


  • I am willing to collaborate with a client’s parent(s)/teacher(s) to ensure he/she has appropriate spelling lists, reading material, and accommodations at school
  • 13 years of experience helping students (and their parents) identify, advocate for, and utilize appropriate accommodations to achieve academic success
  • If a student has a psychological evaluation, Individualized Educational Plan, or 504 Plan, I will review those documents so that we can incorporate that information in order to help the student achieve his/her goals as efficiently as possible

Specialty Areas

Reading Instruction

  • Providing individualized, multisensory reading instruction utilizing the Orton-Gillingham approach for nonreaders or struggling readers to improve their decoding skills as well as their reading fluency
  • This research-based approach to teaching reading is phonetically-based and highly effective with students who have dyslexia
  • Administering assessments to measure the impact of my reading instruction on a student’s reading skills

Spelling Instruction

  • The Orton-Gillingham approach includes instruction in both reading and spelling simultaneously; clients learn to decode (read) words at the same time that they learn to encode (spell) words
  • Direct spelling instruction to strengthen their ability to spell phonetic as well as non-phonetic words
  • Administering assessments to measure the impact of my instruction on a student’s spelling skills

Technology Utilization and Instruction 

  • 13 years of experience teaching students how to utilize assistive technology effectively to improve the efficiency of their reading, spelling, and writing