<![CDATA[Reading & Dyslexia Tutor - Parent Blog]]>Mon, 13 Apr 2026 13:34:06 -0700Weebly<![CDATA[Five things to look for in a potential reading tutor - when your child has been diagnosed, or you suspect dyslexia]]>Wed, 27 Dec 2017 14:01:51 GMThttp://www.readingdyslexiatutor.com/parent-blog/five-things-to-look-for-in-a-potential-reading-tutor-when-your-child-has-been-diagnosed-or-you-suspect-dyslexiaWhen your child has been diagnosed with dyslexia, or he has extra difficulty with reading and spelling, even without a diagnosis, there are key things to look for in a tutor, when you are seeking help. 

1. Look for an Orton-Gillingham-based intervention. If your child has received a diagnosis of dyslexia, or she has signs of dyslexia, it is vital that you select a tutor who is highly trained, certified in and uses research-based, Orton-Gillingham influenced intervention.

There are a number of highly respected and effective Orton-Gillingham based approaches and programs. This link will list some of the most well-established ones. If a tutor or service does not use an Orton Gillingham based approach, do not consider them, if your child has been diagnosed or you strongly suspect dyslexia.

2. Look for Tutor Certification. The prospective tutor who will work with your child should be highly trained and most importantly, certified in an Orton-Gillingham based approach or system. Different programs or organizations will have different methods of certifying providers, but when a tutor is certified in the method that he is working in, that is key for providing effective intervention. Always ask a tutor if she is certified. If so, what programs or by what organization and what process was required to earn the certification.

3. Look for Experience. It's also wise to ask how much training a tutor has had. If a prospective tutor has just a few weeks or months of actual training, no on-going supervision by the trainer and less than two years experience specifically using an Orton-Gillingham approach, be cautious. Some newer tutors may offer a discounted rate to tutor your child and to gain experience, which can be an option if finances are tight. 

4. One-on-One Tutoring is best. One-on-one tutoring for a minimum of two, 1-hour sessions a week is consistently the benchmark recommendation for dyslexia intervention in a private setting. Group tutoring is most often done in school classroom settings, where it is easier to create effective groupings. If groups are considered, the group size should not exceed recommendations of specific programs. Grouping requires skilled decision making, because in order to effectively teach each child, the group can only move as fast as the child who needs the most practice. If there are absences, a child will miss instruction, or the tutor will have to postpone or review material. If a child can move faster, her progress may be stalled by slower/absent group members, or a child who needs more practice may be "left behind." 

5. Reading intervention vs. homework help: know the difference. If your child is learning something in school, it is great when a tutor can also touch upon and reinforce the same reading or spelling concept. However, most Orton-Gillingham based interventions already have a general scope and sequence that will also ensure basic sight words, spelling rules, phonics concepts, morphology, etc. will be covered in a very explicit, systematic way. If too much time is devoted to helping with specific spelling lists or other homework, it can quickly diminish time for actual reading intervention and progress.]]><![CDATA[Online Tutor: Literacy Specialist Needed]]>Tue, 04 Apr 2017 14:00:33 GMThttp://www.readingdyslexiatutor.com/parent-blog/online-tutor-literacy-specialist-neededUpdate: As of September 2017, I provide all tutoring services personally and no longer use additional tutors.

​Online tutor needed – Our tutors are trained to provide highly specialized reading instruction using Orton-Gillingham based approaches and materials designed to help students with dyslexia, or others who struggle with learning how to read and spell. We are looking for those with an education-related Bachelors degree or higher, and 1 year experience working with children. Candidates must furnish updated clearances. Candidates must also have a newer computer and high speed internet connection and be available during after school and early evening hours. Qualified candidates are provided with no-cost training, all materials and support as you provide high quality, personalized instruction in a 1 on 1 setting. Tutors will chiefly work online with students, or in rare instances, approved local sites.  Depending on your availability, tutoring hours are after school, between the hours of 3-7. This is a contracted, part-time position with opportunity for growth. Free training, ongoing support and materials provided for the right candidates. Make a difference in a child’s life. Email cover letter and resume to: abcreadingtutor@gmail.com.]]><![CDATA[Lindsay's story: How the Barton System helped her learn to read.]]>Fri, 04 Mar 2016 20:38:56 GMThttp://www.readingdyslexiatutor.com/parent-blog/lindsays-story-how-the-barton-system-helped-her-learn-to-readLindsay will touch your heart as she explains how her dyslexia affected her ability to read, until she had the right type of intervention. Lindsay's mother filmed this short video as Lindsay explained how the right kind of tutoring changed her life by helping her to read. 
]]><![CDATA[The difference between an IEP and a 504 plan]]>Wed, 20 Jan 2016 17:21:28 GMThttp://www.readingdyslexiatutor.com/parent-blog/the-difference-between-an-iep-and-a-504-planGreat explanation on the key differences between an IEP and a 504 plan.


]]><![CDATA[Free Screening of Dyslexia Movie offered this Thursday]]>Thu, 15 Oct 2015 13:22:12 GMThttp://www.readingdyslexiatutor.com/parent-blog/free-screening-of-dyslexia-movie-offered-this-thursdayA free screening of the movie, "The Big Picture: Rethinking Dyslexia," will be offered in the Pittsburgh region (North Versailles) this Thursday evening. Dyslexia is the most common, and most misunderstood learning difference. Take advantage of this opportunity to learn more about this important topic.
Picture
]]><![CDATA[R & D Tutors to be interviewed on WCNS "Good Morning Greater Latrobe," Friday.]]>Thu, 03 Sep 2015 17:42:18 GMThttp://www.readingdyslexiatutor.com/parent-blog/september-03rd-2015Friday, September 4th is an exciting day for Reading & Dyslexia Tutors! Our recent ribbon cutting with the Greater Latrobe Laurel Valley Chamber of Commerce will be featured in the Latrobe Bulletin. Also on Friday, Janet Menosky Smith will be interviewed on WCNS' Good Morning Greater Latrobe show. She will share important information on dyslexia, including signs of dyslexia and how common dyslexia really is. Tune into WCNS at 9 a.m. for the live show, or listen to it online (live or recorded later) by visiting the WCNS Website.]]><![CDATA[Back to school: Must have Apps for dyslexic students]]>Wed, 19 Aug 2015 01:13:24 GMThttp://www.readingdyslexiatutor.com/parent-blog/back-to-school-must-have-apps-for-dyslexic-studentsJust in time for back to school, a list of helpful apps for dyslexic students. These 32 apps with descriptions should help you locate just the right ones to make the school year easier.
https://www.noodle.com/articles/32-apps-dyslexic-students-will-love-for-everyday-learning
]]><![CDATA[Reading & Dyslexia Tutors Ribbon Cutting Tuesday, August 11 to celebrate our work in the community]]>Fri, 07 Aug 2015 21:00:23 GMThttp://www.readingdyslexiatutor.com/parent-blog/reading-dyslexia-tutors-ribbon-cutting-tuesday-august-11-to-celebrate-our-work-in-the-communityThis next Tuesday, August 11, at 12 noon, we are having a Ribbon Cutting to celebrate our work and involvement in helping local students and our partnership with the Greater Latrobe Laurel Valley Chamber of Commerce. Please join us for this event. There will be a brief ribbon cutting photo at noon. Mini sandwiches, cookies and beverages will also be offered. If you haven't seen our new office location yet, you can tour our rooms while you're here.
If you plan to come, RSVP by contacting Janet Menosky Smith at: jmsmith959@gmail.com
Thanks and we hope to see you here!
Janet
Details:
Ribbon Cutting: Reading & Dyslexia Tutors
128 Innovative Lane, Latrobe  15650 - Building 5
Tuesday August 11
12 noon (photo) then light lunch buffet]]><![CDATA[Spelling: The "canary in the coal mine" for identifying problems with reading.]]>Fri, 31 Jul 2015 17:53:51 GMThttp://www.readingdyslexiatutor.com/parent-blog/spelling-the-canary-in-the-coal-mine-for-identifying-problems-with-readingA number of experts in the field of reading point to difficulty with spelling as a consistent sign of dyslexia. In fact, according to Susan Baron, founder of Bright Solutions for Dyslexia, for dyslexic individuals, "Their spelling is far worse than their reading." 
Sue Hegland, Vice-President on the Board of the International Dyslexia Association, Upper Midwest Branch, recently wrote an article titled, Diagnosing Dyslexia,  where she described how her son overcame early reading difficulties, but still had great difficulty with spelling. She shares, "It wasn't until fifth grade that we learned that he is dyslexic." She identified poor spelling as the "canary in the coal mine," that led to her son's diagnosis.
Other signs that a child have dyslexia vary over the life span. In early childhood, they may include delayed speech, mixing up the sounds and syllables in long words, and difficulty with identifying rhyme. Click here for a complete checklist of Warning Signs of Dyslexia, ]]><![CDATA[New research shows that the WAY we teach reading matters.]]>Tue, 02 Jun 2015 22:17:17 GMThttp://www.readingdyslexiatutor.com/parent-blog/new-research-shows-that-the-way-we-teach-reading-mattersStanford Report, May 28, 2015 - A Stanford study on brain waves shows how different teaching methods affect reading development. Stanford Professor Bruce McCandliss found that beginning readers who focus on letter-sound relationships, or phonics, increase activity in the area of their brains best wired for reading.
 http://news.stanford.edu/news/2015/may/reading-brain-phonics-052815.html


BY MAY WONG



]]>