We use the Orton-Gillingham method of instruction, the only research and evidence based, proven method to teach struggling and dyslexic students. Orton-Gillingham is a powerful instructional language approach to teaching reading, spelling and math. This method engages all learners by presenting concepts in ways that visual, auditory, kinesthetic and tactile learners can grasp.
Reading Success Plus offers one-on-one tutoring for youth and adults:
- In Person – conducted in our office, or during the day at your student’s school, when permitted.
- Online – we offer real-time, one-on-one remote tutoring conducted in the comfort of an individual’s home. Online tutoring allows children and adults, locally or around the country, to access a Reading Success Plus tutor. Individuals need a computer with a webcam, high-speed internet connection, and a headset with a microphone.
Tutors are trained in programs specifically designed to help struggling and dyslexic students.
- Lindamood-Bell trained tutors have received specialized training (19.5 hours) in the Lindamood-Bell Phoneme Sequencing – LiPS and (12 hours) in Visualizing and Verbalizing programs.
- Barton Reading tutors receive up to 60 hours of academic training in the highly-acclaimed Barton Reading & Spelling System and have been observed and supervised by an experienced master tutor as well. Additionally, some of our tutors are Certified Dyslexia Screeners. This means that they have undergone rigorous training and certification through the Barton program, and have received the Susan Barton personal seal of approval.
- Orton-Gillingham Math tutors have studied a minimum of 24 hours, and up to 42 hours including advanced training, to learn the unique and specialized Orton-Gillingham approach for teaching mathematics.
Some students aren’t “reading-ready;” for these students, we start with the Lindamood Phoneme Sequencing – LiPS® Program for reading, spelling and speech.
LiPS® is for students who are missing the pre-reading skill of phonemic awareness. Research shows that students who are missing this important skill will not progress with reading until they have mastered it. We determine the need for the LiPS® program through our placement screening process.
Phonemic Awareness is a primary cause of decoding, encoding, spelling problems and difficulty identifying sounds within words. The LiPS® program teaches students to discover and label the oral-motor movements of phonemes. This program provides the sequential and systematic teaching of how the sounds feel when they are physically made with your mouth. It is a very different approach than teaching just sounds. Students will be able to recognize, count and sequence sounds in words. LiPS® is the most comprehensive in-depth phonemic awareness program available.
The LiPS® program has been proven to teach these necessary skills for reading, spelling and speech. Accredited by AdvancED and Council of Administrators of Special Education (CASE) endorsed.
It takes from one to three months to master these concepts, and then students are ready for the Barton Reading & Spelling System.
For students who struggle with reading comprehension, we also offer the Lindamood-Bell Visualizing and Verbalizing program.
The Barton Reading & Spelling System
Our team of specialists teach struggling readers and dyslexic students of any age, utilizing the widely-acclaimed Barton Reading & Spelling System, “an Orton-Gillingham influenced, simultaneously, multisensory, explicit and systematic phonics program”. Orton-Gillingham based programs are the only research and evidence-based programs proven to teach the struggling reader and dyslexic student to read.
The Barton System provides explicit systematic instruction in:
- Phonemic Awareness
- Vocabulary Development
- Reading Fluency, including oral reading skills
- Reading Comprehension strategies
Barton incorporates the latest research from the National Institute of Child Health and Human Development on phonemic awareness and fluency (all other published OG systems were created before this research was released). Susan Barton has expanded the traditional OG approach adding phonemic awareness activities before letters are introduced and building fluency through repeated reading exercises.
Tutoring is conducted one-on-one, two times per week, sessions are 50 minutes. This program takes students 2-3 years to close the reading gap, depending on a student’s age.
This learning method of mathematics is modeled after the Orton-Gillingham approach for language instruction. Students learn the why of math in an explicit, direct, multisensory manner. The introduction of concepts and math facts are presented in a sequential and cumulative method. Students learn addition, subtraction, multiplication, division and strategies for solving story problems using math manipulatives.
Screening is important before starting any tutoring program.
A placement assessment is conducted for all students before beginning any Reading Success Plus program.
- Interview with one or both parents/guardians.
- Student interview.
- Administer screening assessments.
- Share findings with parents/guardians.
Our certified screeners will conduct a full battery of tests to determine if your child fits the classic dyslexia profile. This type of screening is accepted at private schools and can also be useful for homeschool families.
- Interview with one or both parents/guardians.
- Student interview.
- Review all school records and prior testing.
- Examine current schoolwork samples.
- Administer comprehensive screening assessments.
- Analyze and present all information to parents/guardians.
Learn about the Warning Signs and be the person who makes a difference to a child with dyslexia.
There may be a variety of reasons a student struggles academically. Problems may exist due to vision, hearing, language processing differences, or a learning disability. If a student has normal to high intelligence, but an unexpectedly low reading ability, it could be dyslexia. Research at Yale indicates that 80-90% of students with a learning disability are dyslexic.
Reading struggles don’t go away:
- 90% of students will read normally if they receive help by the first grade
- 75% of children who receive help after the age of nine will have some difficulty throughout life
Dyslexia can be detected as early as pre-school. Children can be screened with a 92.5% accuracy rate as early as 5 ½ – 6 ½ years old. Most of the challenges dyslexic students encounter can be prevented if we screen and identify them early, and provide the appropriate type of reading instruction starting in Kindergarten. If a student is dyslexic, their academic struggles are amplified in middle and high school, often causing them to fall behind academically.
Reading Success Plus can provide Professional Development including the latest research on the struggling reader and dyslexic, educate on the warning signs, provide hands-on learning opportunities and take-aways which can be used immediately in the classroom.
Professional Development is available in half or full-day segments, taught on-site at your school, or in our office in a small group setting. Please contact us at firstname.lastname@example.org to learn more.
Educational development can be provided for the following professionals:
- Speech and Language Pathologists
- Social Workers
- Teacher Consultants