Locally, I teach kids how to read and write. Below is a photo of a small portion of my bookshelves and a photo of me. Following those is a description of my services and experience.
Are you concerned that your child is “behind” in reading ability, or has a teacher told you this? Have you noticed any of the following about your child:
– Expresses doubt about ability to read (“I’m too slow” or “I must be stupid”)
– Gets grumpy or frustrated when it’s time to read aloud or while reading aloud
– Loses interest in reading and learning
– Hesitates often when reading aloud
– Looks to pictures frequently and desperately for clues
– Guesses at words in a rushed manner
– Skips over words, especially short ones; or substitutes one short word for another (ex.: “a” vs. “the”)
– Identifies random recognizable words within longer words, in hopes of figuring out the longer word
Engaging the three senses of sight, hearing, and touch; I teach students explicit knowledge and skills that are necessary to being able to decode (“sound out”) words. And because you the parent are naturally interested in your child’s education, I will show you how to give your child vital support even in the midst of modern family/work/chores/social life. You can relax as your child gains confidence in this vital life skill. Your child can relax as reading becomes enjoyable and fruitful, leaving behind all the stress of guessing and feeling unable.
I have “been there” as a parent. One of my (now late teens) children was an “early” reader, while the other was a “late” reader. The “late” reader started to gain fluency around age 8 or 9 (and before then, I worried periodically). As a home-educating mother, I used the same methods with my kids then as I do now for my students. Over the past seventeen years, I have worked part-time with at least forty students (age range of 5 to 15) on their reading/decoding skills, and I have heard multiple times the same worries I listed above. Those “symptoms” usually point simply to a lack of knowledge of English sounds and rules and lack of decoding skills (that don’t rely on crutches such as illustrations or guessing from the first letter of a word). Each child learns differently and at a different pace, but I have found that most are quite capable of learning the skills at some point. I tailor my sessions to each student; taking into account interests, personality, and pace/style of learning.
In addition, I teach foundational composition writing skills. If your child needs help with printing letters, spelling out words, putting coherent sentences together, or creating cohesive paragraphs; I will build those skills in your child using time-proven methods and interesting reading material in science, history, and literature.
I teach one-on-one in my home (parent is welcome to stay and observe so you can support your child at home), which enables the student to spend the entire session absorbing as much teaching and practice as I think he/she can handle. I welcome questions, comments (I love to hear how the student is progressing in reading at home or school!), and concerns throughout the student’s period of study with me.
The Laker featured a couple of past clients and me in an article. Click here, then click on “access pdf’s previous to 2017;” the article is in the November 2014 issue on page 8.
References from satisfied parents of past and current students are available, and I have an RCMP Criminal Record Check and Vulnerable Sector Check. The time slots available for scheduling are Mondays to Thursdays, 3 – 7 p.m.. Sessions are one hour long, and I recommend at least two sessions per week so the child gains skills in a shorter amount of time. Each session is packed with me teaching/coaching and the student continually “seeing, saying, hearing, writing” under my guidance (no worksheets, no computer/tablet work, and no alone work). The fee includes materials, my prep. time, and my periodic e-mail updates to parents.
To reserve regular slots for tutoring (or to ask questions or tell me about your child’s needs), fill out the contact form: