QUEENS, NY ONLINE READING WRITING TUTORS
We travel throughout Queens, NY to the following neighborhoods: Long Island City (LIC), Astoria, Ditmars Steinway, Sunnyside, Woodside, Elmhurst, Jackson Heights, Corona, Ridgewood, Forest Hills, Kew Gardens, Flushing, Bayside, Fresh Meadows, Little Neck, Douglaston, Glen Oaks, Floral Park, Bellerose and more!
The Five Pillars of Reading
Just like a house needs strong support and foundation, developing literacy skills in young learners requires the Five Pillars of Reading. Recognized by the National Reading Panel as the “best approach to reading instruction,” these pillars include:
- Phonemic awareness
Backed by studies and scientific research, these five pillars make up the essential building blocks of reading. And by combining these techniques, teachers and parents can effectively introduce the concept of reading and language.
Here is a closer look at how the Five Pillars of Reading work to ensure successful reading instruction:
Phonemic awareness refers to the knowledge and understanding that words are built from and can be broken apart into smaller segments of a sound called phonemes. Phonemic awareness is one’s ability to hear, recognize, and manipulate sounds heard in words- think of it as the ears to brain connection.
Phonemic awareness can be taught even before a child learns to read or identify printed letters. When babies are born, they are processing phonemes when parents speak and sing to their bundle of joy. In the English language, phonemic awareness means being able to identify its approximately 44 phonemes. Additionally, teaching letter sounds with letter names is an effective way for students to grasp the concept of phonemes.
Whereas phonemic awareness refers to one’s ability to recognize sounds or phonemes in words, phonics mastery means understanding that letters (graphemes or printed letters) of the alphabet represent sounds (phonemes)- think of it as the ears, eyes, and brain connection. A child who has mastered phonics can sound out new or unfamiliar words on their own. The child is “cracking the code” and is receiving feedback by listening to oneself sound out words.
Teaching phonics is all about establishing the relationship between sounds and printed letters or printed letter combinations. Starting with the printed letter-sound correspondence, a child then learns how to match sounds to letters and uses this relationship to understand printed words.
Vocabulary refers to one’s understanding of words, including their definitions and context. Vocabulary is broken up into oral (speaking), understanding (listening), and print (reading vocabulary).
Needless to say, vocabulary is crucial in strengthening reading comprehension and fluency. In most instances, poor vocabulary can limit and interrupt a child’s learning and reading experience. And while it can grow naturally from daily reading and conversations, it is just as important to explicitly teach and expand vocabulary.
Strategies in teaching vocabulary can include word mapping (graphic display of words/concept relationships), word substitutions, semantic relationships (how words are related), acting out meanings, and focusing on word structure (root words and its derivations).
Learners achieve fluency when they recognize and read words with accuracy, intonation, fluidity, and speed, whether while reading aloud or silently to oneself. Hence, fluent readers are able to read automatically without needing to pause to decode words or look up definitions.
Fluency plays a key role in comprehension and is essential in keeping young learners motivated. When children are reading fluently, it frees up mental resources to allow them to improve their comprehension of what they are reading.
When developing reading fluency, it is crucial to provide a child with frequent oral reading opportunities and to monitor progress. This involves reading out loud while being guided and receiving feedback from an adult. It is important to provide the student with opportunities to self-correct. This combination of consistent practice and regular feedback is critical in promoting fluency.
The ultimate goal for literacy is to comprehend well what one is reading. Reading comprehension enables a child to predict outcomes, evaluate characters, deduce, and make connections to real-world events.
A child’s comprehension skills can begin to develop before becoming an independent reader. One way to do this is by reading to a child and discussing the story’s main idea, characters, and setting. Explicit teaching, modeling, and guided practice of comprehension skills are also crucial. This is especially true for students whose reading comprehension skills lag behind their peers.
Queens, NY Online Reading Writing Tutors
M.S., Literacy Specialist and Dyslexia Interventionist
Jill is an experienced literacy specialist with 18 years of service in public education where she is certified in Bilingual Elementary Education (Pre-K-4), English Language Arts and Reading (4-8), Special Education (EC-12), and Principal (EC-12). Additionally, she is MTA certified (Multi-Sensory Teaching Approach) for assisting students with dyslexia remediation.
Jill earned a Master of Science in Education Law from Nova Southeastern University. She is currently pursuing a Ph.D. in Reading Education from Texas Woman’s University to have a greater impact in schools and the community in the area of literacy.
Throughout her career she has worked with students across grade levels with diverse language and cultural backgrounds and specific learning needs such as dyslexia. Teaching students to become fluent readers and skilled writers is her passion. She incorporates a variety of hands-on instructional strategies, interventions, and teaching methods to scaffold instruction so that your child can gain the foundational skills necessary to build confidence in their abilities and to become successful academically. She believes that learning should be fun and strives to motivate kids to reach their greatest potential. Jill’s specialties include spelling and decoding, word-solving strategies, phonological awareness, fluency, reading comprehension, vocabulary, and writing.
Her teaching style can be described as individualized, hands-on, and engaging. Jill utilizes a variety of resources to meet the needs of her students such as Words Their Way, MTA, Fountas & Pinnell, Leveled Literacy Intervention (LLI), Reading A-Z, Writing Without Tears, and much more.
Jill believes in celebrating each child’s strengths and creating a nurturing environment where students can grow and feel empowered to take ownership of their learning as partners in their education.
Read more about her review
TYPE OF SERVICES: Reading and writing intervention.
EXPERTISE: Reading intervention including phonological awareness, phonics, decoding, encoding, word-solving strategies, fluency, vocabulary, reading comprehension, and writing.
M.S. ED., NYS Certified Childhood General And Special Education (Grades 1-6)
Dan is a dual certified special education teacher with over 17 years experience. Dan believes relationship building is the cornerstone of a successful teaching practice and strives to quickly engage his students by exuding expertise and passion within his practice. In his 17 years as an educator, Dan has worked as a resource teacher, inclusive special education teacher, as well as a self-contained special education teacher. Dan has experience working with a wide variety of students including those with specific reading, writing and math learning disabilities, speech and language delays, ADD, ADHD, as well as issues with Executive Functioning. Through his experience as an educator, he has been able to find his own innovative, progressive approach, which allows him to tailor units, lessons and concepts to the individual learning needs and interests of his students.
Dan has worked with a multitude of students implementing multisensory reading instruction and specializes his instruction to students who have difficulties with decoding or dyslexia. He has experience in implementing the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy, Novel Studies, Core-Knowledge and the Teachers College Readers Workshop. Dan also has a passion for teaching math and uses kinesthetic/tactile strategies to reach all learners. He has used Go-Math, NY Engage, Everyday Math from the University of Chicago and TERC Investigations. When teaching writing Dan uses a variety of approaches to engage his students which includes the Hochman Method and Word Study/Vocabulary Instruction using Words Their Way.
Dan earned a Master’s Degree in Regular Education and Special Education from Touro college and holds a bachelor degree from High Point University in North Carolina. He holds professional teaching certificates for both regular and special education (grades 1-6).
LOCATION: Brooklyn: Brooklyn Heights, Fort Greene, Downtown Brooklyn, Park Slope, Cobble Hill, Vinegar Hill, Flatbush, Clinton Hill, Boerum Hill, Carroll Gardens
All of Manhattan
TYPE OF SERVICES: Multisensory Reading Instruction, Administration and Interpretation of formal and informal Reading and Math Assessments, Math Instruction and Remediation, Executive Functioning, Study Skills, Common Core Homework Help
EXPERTISE: Working with children who have difficulty decoding (reading words correctly) including those with dyslexia, reading fluently, spelling difficulties, showing reading comprehension, expository and narrative writing instruction, grade level and remedial math instruction, homework help, common core tutoring, building executive functions.
AGES: Kindergarten through 8th Grade
Masters in Elementary Education; Orton Gillingham Trained and Experienced
Alexa is a childhood (birth-grade 6) education teacher in a New York City public school in Brooklyn. She has been teaching since 2015. Alexa attended Iona College in New Rochelle, NY for her undergraduate education degree, with a minor in math. Following that Alexa attended Brooklyn College where she obtained her Masters Degree in Elementary Education. In addition, she is fully trained in the Orton Gillingham approach (multi-sensory approach for struggling readers/writers).
Alexa began her teaching career in an elementary school in Brooklyn as a second grade teacher. She has experience working with children with processing delays, learning disabilities, ADD/ADHD, and speech/language impairments. Alexa differentiates for each of her students using multi-sensory lessons that help students struggling with decoding/encoding, fluency, math, reading and reading comprehension. She specializes in teaching phonemic awareness, letter/sound identification, blending sounds, guided reading, reading comprehension skills and writing. Alexa has been teaching in a general education classroom setting for the past 4 years, each year she has had an ELL (English Language Learner) class, ranging from beginner ELL students to advanced. Within her school, she teaches ReadyGen, Go Math, and Orton Gillingham.
Alexa is patient, compassionate and creative. She will help your child grow as a reader, writer, learner, in the best way that fits their needs!
LOCATION: Brooklyn: Dyker Heights, Bensonhurst, Bay Ridge, Park Slope, Carrol Gardens, Cobble Hill, Marine Park, Coney Island, Manhattan Beach, Sheepshead Bay, Gravesend and Borough Park
TYPE OF SERVICES: Individualized instruction in reading, decoding/encoding (spelling), phonics, reading comprehension, reading fluency, and writing
EXPERTISE: Orton Gillingham, individualized lessons in decoding/encoding, Leveled Literacy Instruction, reading comprehension, writing, and math
AGES: birth through elementary school
MA, NYS Certified Pre-K-6th Grade, NYS Certified Childhood Education And Students With Disabilities
Derek has a master’s in Professional Studies a Professional Diploma in Educational Leadership from Manhattanville College in Purchase, NY. He has the following New York State certifications: Childhood Education and Students with Disabilities Grades 1-6; Early Childhood Education and Students with Disabilities Birth-Grade 2: and as a School Building and School District Leader. Derek has been teaching and tutoring for seven years in many different instructional capacities including a 3rd-5th grade self-contained classroom, an education consultant for grades 2-4, and 4th grade integrated co-teaching classroom (ICT) and general education classrooms. Currently, Derek is a 4th grade ICT teacher in a New York City public school in Brooklyn.
Derek has taught students using a multitude of literacy and mathematics programs including Teacher s College Reading and Writing Project, Ready Gen, Lit Life, Go Math, enVision Math, and the Engage NY ELA and Math modules. He has extensive literacy experience using Core Knowledge Language Arts, Orton-Gillingham, Reading A-Z, Read Works, Wilson, Fundations, as well as Edmark for supplemental ELA intervention. Additionally, he has experience with integrated instructional technology programs such as Lexia, I-Ready, and Achieve 3,000 into his daily small group and individualized classroom instruction.
Derek has a strong understanding of how to support children with special needs through his work with parents and other special education teachers. His experience includes advising parents on appropriate services for their children; leading workshops for general education and special education teachers focused on differentiating instruction in the classroom; and presenting workshops for parents on reading comprehension and literacy strategies which provided a plethora of strategies to support their children at home.
Derek was also a curriculum specialist and instructor for an enrichment tutoring company where he designed, organized, and developed specialized instructional materials for K-8 grade students. His administrative work enhanced students ELA and Math critical thinking skills and improved their state test results. Derek is committed to supporting students and their academic growth.
LOCATION: Brooklyn, Queens, Long Island
TYPE OF SERVICES: Reading comprehension and fluency, reading and writing stamina, writing organization, structure, and development, spelling, phonological assessments, progressing monitoring, and data analysis
EXPERTISE: Curriculum modifications, phonological awareness, reading comprehension, writing for general education students and special education students, and data analysis
GRADES: Kindergarten thru 6th grade
Alexis W-M., Orton Gillingham, Wilson Certified
MS Ed., NYS Certified Elementary and Special Education K-6
Alexis holds professional teaching certificates in both general education and special education K-6th in NYS. She has a Bachelors Degree in Human Development and Learning and received her Masters in Special Education from Rutgers University. She is currently working as a Learning Interventionist for an elementary charter school in downtown Brooklyn.
Alexis is certified in the Wilson Reading System and has extensive training and experience using Orton Gillingham and other research-based intervention programs. She has over 10 years experience teaching students K-12th in a variety of settings. She has experience teaching as a general education teacher, ICT teacher, and a Learning Interventionist for elementary grades. She also has experience serving as a Special Education IEP Coordinator and ELL testing Coordinator where she collaborated with both parents and teachers to get the mandated services that the students need in order for them to reach their full potential. Throughout her career, Alexis has worked with a variety of types of learning differences including dyslexia, dysgraphia, autism spectrum based behaviors and disabilities, ADD, ADHD, emotionally disturbed, physical disabilities, as well as low cognitive disabilities. Alexis has extensive knowledge of childhood development, common core standards, school curriculums, and how to differentiate the curriculum to fit the needs of each student.
Alexis believes that all students learn differently and believes that with the right teaching approach, students of all ages and levels can succeed. She has a passion for working with children to find out exactly how they learn best and to give them the tools to become independent learners. As a teacher and a mom, Alexis knows how important it is to understand each child as a whole and collaborates with families about their child’s progress. For each client she works with, Alexis is committed to establishing a partnership with the families to give the child as much academic support as possible.
LOCATION: Brooklyn: Brooklyn Heights and Downtown Brooklyn.
TYPE OF SERVICES: Orton Gillingham, Wilson Reading System, Wilson Fundations, phonological intervention, reading comprehension, sight word, balanced-literacy assessments, and homework help.
EXPERTISE: phonemic awareness, reading comprehension, and students with language-based disabilities
AGES: birth through elementary school
MA, NYS CERTIFIED PRE-K-6TH GRADE
Leticia is a certified Pre-K-6 instructor with over a decade of teaching experience in the New York City school system. She holds a Master of Arts in Elementary Education from Teacher s College, Columbia University, a Bilingual Certification from Bank Street College, and studied Spanish and English Literature at the University of California, Riverside. While at UCR, she provided mentorship to students in the Early Academic Outreach program. She is also a founding member of The Coalition of Latino Scholars at Teacher s College, Columbia University. In 2005 she was a scholar at Solexico Language School in Yucatan, Mexico. In 2009 she began taking courses at Teacher s College, Columbia University in Speech Pathology, and there grew her passion for language development and language based learning challenges some of these children face when acquiring literacy.
Leticia currently works as an elementary school teacher in a Brooklyn public school, and she holds certifications in the phonics programs Fundations (K-2) and Wilson Level 1 (Grades 3-6) and Level 2 (7-12). Additionally she is trained in Great Leaps Program. Her teaching specializations include literacy intervention for children with learning disabilities, phonics intervention, dual-immersion pedagogy, multi-disciplinary student-based projects and bilingualism in the multicultural classroom. She also has facilitated workshops for families interested in acquiring fundamental literacy practices for their children.
LOCATION:Brooklyn: Prospect Heights, Crown Heights, Park Slope, Bed-Stuy, Clinton Hill, Prospect Lefferts-Garden
TYPE OF SERVICES: Orton Gillingham individualized lessons in decoding (reading) and encoding (spelling), reading comprehension, writing, and study habits.
EXPERTISE: Phonemic Awareness, fluency, prosody, reading comprehension, reading & writing stamina
Masters In Elementary And Special Education; Orton Gillingham Trained And Experienced
Kristina M. is a multi-certified teacher in Childhood Education (1-6) and Special Education. Kristina attended Adelphi University in Garden City, New York, where she obtained her Masters Degree in Elementary and Special Education. In addition, she is fully trained in Orton Gillingham (multi-sensory approach for struggling readers/writers). Kristina differentiates for each of her students using multi-sensory lessons that help students struggling with decoding/encoding, fluency, and reading comprehension. She specializes in teaching phonemic awareness, letter/sound identification, blending sounds, and writing. She has also attended a workshop called Handwriting Without Tears where she is able to provide developmentally appropriate instruction for handwriting.
Kristina began her teaching career in an elementary school in Brooklyn as a first grade teacher. She has experience working with children with Autism, processing delays, learning disabilities, ADD/ADHD, and speech/language impairments. Kristina has been teaching in an ICT classroom setting for the past 3 years, differentiating for students ranging from high functioning/above grade-level, to students struggling academically. Within her school, she teaches ReadyGen, Go Math, and Orton Gillingham on a daily basis.
Kristina is patient, kind, loving, and nurturing. She treats each child as if they were her own, and always strives to make learning fun. She is extremely motivated and confident that she will help your child grow in any area of need.
LOCATIONS: Brooklyn Weekdays: Bensonhurst, Bay Ridge, Dyker Heights, Sheepshead Bay, Park Slope, and
BrooklynWeekends: Downtown Brooklyn, Brooklyn heights, Park Slope, Cobble Hill, Boerum Hill
Manhattan: Saturday and Sunday mornings
TYPES OF SERVICES: Orton Gillingham, individualized lessons in decoding/encoding, Leveled Literacy Instruction, reading comprehension, writing, and math
MS ED., NY State Certified Literacy
Rita is a certified literacy specialist with a M.A. from Bank Street College of Education and a B.A. in Literature from Bard College. She has practiced assessment and tutoring in private and clinical settings. Rita has had classroom experience at Hunter Elementary School as well as in public elementary schools in Queens and Harlem. She has completed Part I of Literacy through Multisensory Teaching (LMUST), an Orton-Gillingham curriculum developed by Judith Birsh. Growing up with a dyslexic sister in a time when learning disabilities were less understood, she has personally witnessed the challenges that struggling readers and writers face. She has also had extensive music and computer experience and has worked in online news and in web design and development. Rita combines her experience in the arts, computers, and education to teach literacy skills such as decoding and comprehension strategies. She has also had success helping students prepare for the New York State ELA exams. Her students have fun following a series of short, engaging exercises while they learn the skills they need. Rita strives to help her students gain confidence by teaching them to direct their particular strengths toward the goal of becoming more independent learners and successful readers and writers.
Read testimonials here.
LOCATION: Brooklyn, Manhattan.
TYPES OF SERVICES: Formal and informal reading assessments (phonological awareness, sound symbol association, decoding strategies, fluency, and reading comprehension, spelling); development of intervention programs to address needs.
EXPERTISE: Developing individualized and prescriptive remediation for struggling readers
AGES: Pre-school through middle school
M.A, NY State Early Childhood & Childhood (Birth-Grade 6), NY State Students With Disabilities (Birth-Grade 6)
Mike graduated from St. Joseph s University on Long Island with a dual bachelor’s degree in Early Childhood Education and Special Education for Early Childhood K- 6th grade. He also has a Masters Degree in Literacy K-6th grade from Long Island University. While working to attain his Literacy degree, he developed working knowledge of Fundations, as well as Fountas & Pinell. Before graduating from St. Josephs, Mike was an English major at Manhattanville University while studying to become a lawyer. However, he eventually realized his true passion was working with children and turned his attention to teaching. Both of Mike s parents were special education teachers. His mother taught middle and high school special education as a reading teacher, which helped expose him to years of teaching methods long before he had his own classroom. Now, Mike has over 10 years working in both general education and special education classrooms. For the past 4+ years, he has worked as a special education teacher in an I.C.T. (Integrated Co-Teaching) classroom, as well as a general education teacher at P.S. 170 in Brooklyn. One of his core beliefs is to create student engagement, which helps facilitate learning. He uses numerous multisensory and interactive techniques to enhance students writing, decoding, spelling, reading fluency, and reading comprehension skills. Mike also has extensive knowledge of the NYS Common Core learning standards, which he seamlessly incorporates into each lesson. He also has over five years of sports coaching experience. He brings a passion and willingness to work with students of all learning abilities and styles.
TYPES OF SERVICES: Individualized instruction in reading, decoding/encoding (spelling), reading comprehension, reading fluency, and writing.
EXPERTISE: Working with students with and without learning disabilities in need of specialized one-on-one literacy support,
AGES: Elementary and Middle School
M.S. ED., NYS Certified Childhood General And Special Education (Grades 1-6)
Alyssa graduated from Queens College with a Bachelor of English and graduated from Adelphi with a Duel Masters of Science degree in Early Childhood Education and Special Education for Early Childhood PK- 5th grade. Alyssa has over eight years experience in teaching, influencing and enriching students with different needs. She has a strong understanding of the needs of students with learning and physical disabilities. She teaches students to improve their writing and reading (decoding, fluency, reading comprehension and encoding). Alyssa incorporates a multisensory method to help engage and effectively teach her students. Her expertise includes homework, school curriculum, and test preparation for ELA state tests.
Alyssa is trained in Wilson Fundations, an effective reading and writing program. She uses the Wilson curriculum in order to help students build their decoding, fluency and phonemic awareness skills. Alyssa has training in Columbia University Teacher College s reading and writing model to help students enhance their writing and reading skills. Lastly, she is trained in Fountas & Pinnell reading assessment, which helps children targets their reading goals.
Alyssa begins the tutoring process by administering Teacher College and Fountas & Pinell assessments to better target the needs of the student. Alyssa has an innate ability to connect with and reach all of her students. She creates a risk-free learning environment and encourages student engagement. She strives to promote and provide students with differentiated instruction and to meet the needs of each student’s learning style. She takes advantage of her students strengths and her students feel supported and nurtured when working with her.
Alyssa has vast experience in working with students struggling with reading skills and strategies. Prior to working for The New York City Department of Education, Alyssa worked as an Academic Intervention Services Provider. She use evidence-based intervention such as, Fundations Levels K, 1, and 2, Wilson’s Just Words, and Fountas and Pinnell s Leveled Literacy Intervention grades K-5. She is experienced teaching students the strategies they need for learning to learn literacy. Alyssa s individualized, multi-sensory reading interventions target, decoding (reading), spelling, reading fluency, and reading comprehension. She specializes in teaching letter/sound identification, phonemic awareness, spelling, reading fluency, comprehension, and writing.
Alyssa is calm, patient, nurturing, and playful. She develops relationships with all of her students and uses their specific interests to plan individualized lesson plans to maintain her students attention, engaging and keeping them excited about reading. Her ultimate goal is to create confidence in reading and writing.
LOCATION: Brooklyn: Fort Green, Prospect Heights, Park Slope, Bed Stuy
Long Island: Nassau County
TYPES OF SERVICES: Individualized reading, writing and spelling instruction and intervention, phonemic awareness, decoding, sight word recognition, fluency, reading comprehension, and leveled literacy interventions.
EXPERTISE: Early and emergent readers, phonemic awareness, decoding, spelling, reading comprehension, and writing.
AGES: Pre-K 4th Grade
Long Island Wantagh, Seaford, Bellmore, Levittown, Merrick, Massapequa, Monday through Thursday 4:30 6:30
New York State-Certified Reading Specialist & Certified In Childhood Education
Joanna is a New York State-certified reading specialist, early childhood and elementary teacher with seven years of experience teaching and tutoring in New York City.
Joanna earned her M.A. in Elementary Education and Literacy from Bank Street College of Education in Manhattan, and her B.A. in History from the University of Colorado. She is trained in the Orton-Gillingham-based multi-sensory approach Preventing Academic Failure (PAF) and has worked with dozens of struggling readers, dyslexic readers, and readers needing enrichment across New York City. Joanna has worked in many schools throughout New York City, including private schools, public schools, and charter schools, so she understands the challenges students face in different educational environments. She currently works as a Head Teacher at The Co-op School in Brooklyn.
Joanna will administer comprehensive assessments to determine your child’s strengths and weaknesses. She will then create personalized sessions to target specific areas of need. Joanna focuses on building independence by teaching students to use a toolbox of skills and strategies that they can refer to as they read and write. Joanna has a calm, patient nature and a playful sense of humor that help her to connect with students on a personal level. She believes that interest and motivation are critically important in supporting more thoughtful reading.
LOCATION: Brooklyn: Clinton Hill, Bed Stuy, Prospect Heights, Ft. Greene, Downtown Brooklyn, Park Slope, Downtown Manhattan.
TYPES OF SERVICES: Initial reading assessment, individualized reading instruction and intervention, writing and spelling instruction and intervention
EXPERTISE: Early readers, assessment and intervention for children struggling with decoding, reading comprehension, fluency and writing
AGES: K-5th Grade
**Office hours: On Tuesdays and Thursdays, Joanna is excited to be offering tutoring at her office space at work heights http://workheights.com/ . The address is 650 Franklin Ave. Brooklyn, NY 11238 (near Franklin and st. Marks). It is accessible by the A/C/2/3/4/5 trains and is quiet and free of distractions! It’s a shared co working space but you will be working at a private room for tutoring. There are even free snacks. She has blocked out time from 3:15-8:30 on Tues/Thurs.
*Additional fees could apply for working with her at her office.
MA, NYS Certified (Birth-Grade 2) General And Special Education
Anastasiya is a New York dual licensed Childhood (birth-grade 2) General and Special Education Teacher with over 10 years of experience teaching, mentoring, and tutoring students. She holds a bachelor of science from Brooklyn College in Speech Language Pathology, with a minor in Children’s Studies, and a Masters of Science in Early Childhood Education in General and Special Education from Touro College School of Education. Anastasiya is currently obtaining her second masters degree in School and District Leadership from Touro College. She is presently working as a special education teacher in an integrated NEST second grade classroom, at a highly regarded school in Brooklyn.
Anastasiya has dedicated her career to working in private and public schools, agencies, and home based intervention sites throughout all boroughs. She has experience servicing children grades K-5 with a wide range of disabilities including: speech and language impairments, learning disabilities, autism, dyslexia, ADHD, auditory processing disorder, dyspraxia, anxiety disorders, and comorbidity of these impairments. Anastasiya has also worked with many ESL students who need assistance in understanding their school s curriculum and producing grade level work. She utilizes her interpersonal skills to collaborate with teachers, therapists and parents in order to set up effective communication, which is utilized as a powerful tool in helping the child become a successful lifelong learner.
Anastasiya was trained and continues to attend professional developments for diverse programs to meet the needs of all of her students. She is trained in Orton Gillingham, ABA (Applied Behavioral Analysis), Wilson Fundations Program, Leveled Literacy Instruction (Fountas and Pinnell), ReadyGen, Junior Great Books, TC Writing, and GoMath. She integrates a variety of these program, by creating multi-sensory and differentiated instruction for each child. Additionally, Anastasiya recognizes each child’s interests and strengths and constantly strives to make learning enjoyable, exciting, and personal.
LOCATION: Brooklyn: Prospect Heights, Crown Heights, Park Slope, Prospect Lefferts-Garden, Sunset Park, Marine Park, Bensonhurst, Bay Ridge, Mill Basin, Bergen Beach, Sheepshead Bay, Queens, and Long Island.
TYPE OF SERVICES: Orton Gillingham, ABA (Applied Behavioral Analysis), Wilson Fundations Program, Leveled Literacy Instruction (Fountas and Pinnell), Initial, Medial, and Final informal reading and writing assessments.
EXPERTISE: Working with students with learning disabilities, English language learners, individualized instruction in phonemic awareness, phonics, and decoding strategies; reading fluency and comprehension instruction; writing instruction, extra support in all content areas, homework help, building positive study habits.
MS. NYS Certified 1st -6th Grade
Gretchen is a certified 1st-6th grade educator with over 7 years of experience. She is certified in both Childhood Education and Students with Disabilities. She has taught pre-k, kindergarten, first grade, second grade, third grade and middle school (grades 6-8) within those 7 years. All of these classes were inclusive classrooms with students of varied ability levels. She holds a master of sciences in Literacy from Touro College and is a certified Reading Specialist.
Gretchen currently works at a school in Brooklyn and have been teaching there since 2012. She works in a specialized program that helps children with high functioning autism in an inclusive setting gain access to the curriculum and Common Core standards. She is trained in Orton Gillingham, such as Wilson Fundations, Junior Great Books, ReadyGen, Go Math, Fountas and Pinnell, and the International Baccalaureate Program that focuses on student centered learning in all curriculum areas. Within her current school, she conducts literacy interventions for struggling readers and hosts workshops on positive behavior interventions for her colleagues.
LOCATION: Brooklyn: Crown Heights, Prospect Heights, Brooklyn Heights, Park Slope, Sunset Park, Bay Ridge
TYPES OF SERVICES: Orton Gillingham individualized lessons in decoding (reading) and encoding (spelling), reading comprehension, organizational and study strategies, academic help
EXPERTISE: individualized instruction, phonemic awareness, fluency, prosody, reading comprehension, reading and writing stamina, Autism
Special Educator; Certified ASD Teacher
Natalie Hale is a New York State licensed Special Educator (Grades 1-6). She received her Masters of Science in Teaching Students with Special Needs from the City University of New York at Brooklyn College and her Bachelor of Science in Psychology from the City University of New York at Brooklyn College.
Natalie is trained and certified in The Spalding Method (K-6), a multi-sensory approach to teaching reading, writing, and spelling. Natalie is also trained in the Wilson Fundations Program: a phonics-based program for young children (K-3).
Natalie has completed vigorous Autism Spectrum Disorder (ASD) trainings at New York University, as well as directly through the NYC Department of Education. She has been appointed as the lead teacher for the ASD Horizon Program at her public school.
Natalie has spent the majority of her career supporting students with autism, ADD, ADHD, learning disabilities, speech/language delays, and expressive/receptive language challenges. Natalie specializes in reading intervention for struggling readers in grade Prek-5.
LOCATION: Brooklyn: Park Slope, Windsor Terrace, Kensington, Sunset Park, Bay Ridge, Dyker Heights, Carroll Gardens
TYPES OF SERVICES: Initial reading assessments, individualized reading intervention and instruction.
EXPERTISE: Supporting children who struggle with decoding, fluency, comprehension, executive functioning skills, expressive writing skills, and expressive/receptive language development.
M.S. .Early Childhood Education And Special Education
Maddie is a reading tutor for children pre-k to 6th grade. She holds a dual M.S. Degree in Early Childhood Education and Special Education. She is a certified Wilson Reading Instructor, having completed 11 separate graduate credits in the Wilson Program. Maddie has experience working with a diverse population of students, especially those with learning disabilities; e.g. dyslexia and ADHD.
Maddie s personal experience with her own reading struggles as a child has given her a unique understanding of the emotional and social strains that struggling readers often face. Her interest in education began in high school where she tutored elementary school students in reading at The Churchill School and Center and taught children’s yoga. After receiving her B.A. in sociology from Guilford College, she began working at The Child School/Legacy High School where she gained experience teaching children with a wide range of special needs. She was trained there in the Wilson Reading Program by Shelly P. (A highly experienced and accomplished teacher and reading specialist, also at Brooklyn Letters). This training led to a position as a reading specialist at The Child School/Legacy High School where Maddie worked one-on-one and in small groups with students (K-12) who were reading below grade level to build their decoding, encoding and comprehension skills. Maddie also worked as a reading specialist at Integrative Neuropsychological Services where she gave reading lessons as part of intensive educational interventions for children (K-8) with special needs. In this position she worked closely with students other service providers (psychologists, speech and language therapists etc.) to ensure that their emotional, physical, and social development were considered in every reading lesson.
Maddie specializes in reading intervention and prevention. She uses the Wilson Reading System and Fundations programs to create individualized lessons to teach reading, spelling, comprehension and writing skills. These programs use a multi-sensory approach to systematically teach students how to decode (break words into sounds for reading) and encode (put sounds together for spelling). This multi-sensory approach to reading ensures that all types of learners (e.g. auditory, kinesthetic) can easily access the concepts being taught. When working with younger students, Maddie incorporates lots of movement-based activities into lessons, such as letter-sound hopscotch. Not only do these activities make learning a new reading or spelling concept fun, they also make the new concepts more memorable.
Maddie s approach to reading education is designed to build students confidence and interest in reading while simultaneously developing the skills necessary for academic success. The more she knows about her students, the better she can create lessons that meet their unique needs and areas of strength. She therefore encourages ongoing communication with parents and other s involved in the student’s education.
LOCATIONS: Manhattan. Queens: Long Island City, Astoria, Sunnyside, Woodside, Jackson Heights. Brooklyn: Greenpoint, Williamsburg.
TYPE OF SERVICES: Reading Assessments and Consultations. Reading Intervention and Prevention.
EXPERTISE: Working with students who have learning disabilities; e.g. dyslexia and ADHD. Advancing students reading abilities who are reading below grade level. Preventative literacy skill building for young readers.
AGES: Pre-K 6th Grade
M.S. . Elementary Education, Certified Elementary Teacher (Grades 1-6 )
Rebecca is an elementary education teacher (grades 1-6) in the New York City Department of Education. She currently teaches 1st grade in Brooklyn. Rebecca has also worked with students in 2nd through 4th grades in both classroom and extra support roles. She received her Bachelors in Economics from Northeastern University and her Masters of Science in Elementary Education with an endorsement in Middle School Social Studies from Northwestern University. Rebecca is trained in the Orton-Gillingham approach (multi- sensory approach for struggling readers/writers), Fountas and Pinnell, Teachers College Reading and Writing, Metamorphosis Math, and TERC math.
Rebecca has experience working with students with diverse needs, including autism, ADHD, dyslexia, anxiety disorders, speech/language impairments, and learning disabilities. She specializes in working with students who need intervention in phonemic awareness, letter/sound identification, decoding/encoding, fluency, reading comprehension, and writing. Rebecca uses guided reading, Orton-Gillingham practices, and a multi sensory approach to support students at their current literacy levels and help them make progress in these areas. With upper elementary students, Rebecca also focuses on literacy integration and connecting reading fluency, comprehension, critical analysis, and writing skills to strengthen students literacy abilities.
LOCATIONS: Brooklyn: Bay Ridge, Bensonhurst, Dyker Heights, Downtown Brooklyn, and Park Slope
Manhattan: Battery Park City, Tribeca, Soho, West Village, East Village, Chelsea, Midtown West, and Lincoln Center
TYPES OF SERVICES: Orton-Gillingham, decoding/encoding, sight-word recognition, leveled literacy instruction, reading fluency and comprehension, writing, math
EXPERTISE: Orton-Gillingham, decoding/encoding support, improving reading fluency and comprehension, strengthening writing skills
AGES: birth through elementary school
Lauren T., CAS Lit & Lang
Lauren is an independent literacy/dyslexia tutor and instructor. She has earned the Certificate of Advanced Study in Literacy and Language from the MGH Institute of Health Professions. She is also a CERI/IDA Certified Structured Literacy/Dyslexia Interventionist, a Certified Wilson Reading System instructor, and a Certified Mindfulness Instructor (Mindful Schools). She is also trained in the Preventing Academic Failure program.
Lauren specializes in teaching critical literacy skills as well as simple mindfulness skills to ease anxiety, regain focus, and regulate their emotions. Her motto is, “A Calm Mind Is a Mind that Is Ready to Learn.”
Lauren tutors students in grades K through 8 who need help with reading (from decoding to comprehension) and writing (from brainstorming to revision). She has worked successfully with students with dyslexia, dysgraphia, processing issues, executive function deficits, ADHD, and ASD. She has also effectively supported students who are twice-exceptional, that is, gifted and also struggling learners. She provides individualized, comprehensive, multisensory, direct instruction with patience and a sense of fun.
She is also certified by Mindful Schools to teach mindfulness to children and youth. She has found that mindfulness is an especially empowering tool for children who regularly experience frustration due to their different ways of learning and understanding the world. Every session begins and ends with the sound of a small bell and a brief, age-appropriate mindfulness practice. Kids love that bell!
Lauren’s experience raising her son, who is gifted and also has ADHD, through New York City public schools and other academic settings, has given her a deep appreciation for the great effort that struggling learners put forth every day, and also for the concern that parents harbor about how to help their child. She is a sympathetic guide through the twists and turns, both logistical and emotional, of supporting a differently-learning child. She is also a veteran children’s book editor and a published author of more than 30 children’s books.
LOCATION: Brooklyn: Park Slope, South Slope, Windsor Terrace, parts of Prospect Heights, Fort Greene, and Clinton Hill. She lives in Windsor Terrace.
TYPES OF SERVICE: Initial informal reading assessment; one-to-one Orton-Gillingham-based Wilson Reading System instruction, including individualized instruction in phonemic awareness, phonics, and decoding/encoding strategies; individualized instruction in reading fluency and comprehension instruction; writing instruction, including the recursive process of brainstorming, organizing, revising, editing, and final presentation; contextual grammar instruction.
EXPERTISE: Orton-Gillingham-based literacy interventions. Working with children who have language-based learning disabilities and students with executive function issues and attention difficulties (ADD/ADHD). Strengthening phonics knowledge, improving fluency, teaching comprehension strategies, teaching writing, including expository, narrative, and poetry genres.
AGES: K through 8th grade
Masters in Special Education. Teaching credential in Multiple Subjects (General Education, Elementary K-6) and Special Education (mild-moderate disabilities). Trained in the Orton-Gillingham approach to Literacy.
David worked for four years as an elementary school special education teacher in California. In New York, David focused on supporting individual students to succeed in school. He worked with all ages of students from elementary to teenager. He specializes in teaching literacy to students with special needs like Dyslexia, ADHD, Autism, and other learning disabilities. Success comes because David tailors his instruction to meet individual students’ needs. David has taught full general education classrooms, but his favorite practice is teaching small groups of special needs students, and individuals one-to-one. David believes that one of the key components to effective teaching is to build strong relationships based on mutual trust.
David earned his bachelor’s degree in International Relations at the University of California, Davis. He earned his general education teaching credential at Mills College in Oakland. He earned his Masters degree in Special Education at California State University, East Bay. David is trained in the Orton-Gillingham approach to literacy, guided reading, Fountas and Pinnell, Barton and Sonday systems, Do the Math, reading comprehension, Assistive Technology, Executive Function and study skills, functional behavioral assessments, as well as a variety of other instructional practices for teaching English language arts, math, and behavior. When working with students with reading disabilities, David typically builds a strong foundation in phonics using a multi-sensory approach first. Then, he will help students to expand their comprehension skills through reading, questions, and dialogue. However, every student is different. He conducts informal assessments to determine the exact needs of every student. David also supports students in writing by building skills such as handwriting, spelling, sentence structure, editing, pre-writing planning, paragraph structure, story structure, essay structure, grammar, and developing complex ideas.
TYPES OF SERVICES: Individual tutoring, small groups (2-5 students), IEP consultation
EXPERTISE: Literacy and writing for students with dyslexia and/or ADHD, Orton-Gillingham, Executive Function, struggling readers, multi-sensory math, making learning fun and rewarding
AGES: Pre-K through 12th grade
Special Educator And Childhood Literacy Specialist, Pre-K 4th Grade, MS, PhD
Peter is a special educator and childhood literacy specialist, pre-K 4th grade, the learning to read phase of literacy instruction. He holds permanent New York State certification in special education, a masters in special education from Hunter College (CUNY) and a PhD in urban education from the Graduate Center (CUNY). He has supervised pre-service elementary school teachers at the undergraduate level and taught literacy assessment and instruction at the undergraduate and graduate levels. Peter currently contributes, edits, and reviews book chapters and articles on the history, philosophy, and sociology of education for various academic publications.
Peter is trained in the Wilson Reading System, one of the many Orton-Gillingham approaches to multi-sensory phonics instruction. He has taught in both inclusive and self-contained special education environments (K 2nd grade). He has learned through his experience that multi-sensory phonics instruction braided with robust comprehension modalities is the sine qua non of childhood literacy instruction. Phonics and comprehension are not mutually exclusive. In fact, they must be coupled for effective assessment and instruction.
Peter also has an arts background. He has a BA in dramatic literature from NYU and was trained as an actor and musician (electric bass). He has taught arts in education courses at the undergraduate level. He likes to think that he brings a certain amount of creativity to his work that is rooted in a pedagogy of compassion and open-heartedness.
LOCATION: Manhattan, Brooklyn, or Queens available Saturdays, Sundays, Mondays, and Tuesdays, all day to 10 pm.
TYPE OF SERVICES: Pre-K 4th grade Orton-Gillingham and qualitative (comprehension) literacy assessment and instruction tailored to a student’s individual needs; implementing IEPs; providing test prep for the New York State ELA exam, K 4th grade.
EXPERTISE: Orton-Gillingham-based literacy assessment and instruction (decoding and encoding) and all that it entails beginning with phonemic awareness and ending with fluency; literacy assessment and instruction for comprehension, for example, the Qualitative Reading Inventory (QRI) and reciprocal teaching, respectively. Peter has experience writing and implementing IEPs and using the ELA Common Core as a guide for instruction.
AGES: Pre-K 4th grade, ages 4 through 10 or 11.
M.S. Education for General & Special Education, NYS Certified Educator of Childhood General & Special Education
Isabel is a dual certified special education teacher. She currently works as 1st grade special education teacher at a public school in Brooklyn, NY. She has experience teaching in ICT (Integrated Co-Teaching) classrooms in 1st, 2nd, and 3rd grade. Isabel s education includes a B.A. in English from SUNY Buffalo State College and a Masters of Science in Education for General & Special Education, Grades 1-6, from Pace University. She is also an ASD Nest Certified teacher.
Isabel has been trained and has experience teaching the New York Common Core Standards and the following programs: Fountas and Pinell, Wilson Fundations, Words Their Way, Ready Gen, Teacher s College Reading & Writing, Junior Great Books, Eureka Math, Go Math, Envision Math, Number Talks, Bridges Math, VTS, iReady, and Raz Kids. Isabel s knowledge has allowed her to lead morning/afterschool intervention groups for reading, writing, math, and third grade test prep.
Isabel has worked with a variety of students. A few examples include students with: ASD, dyslexia, processing delays, learning disabilities, ADD/ADHD, and speech and language impairments. She is familiar with the creation and implementation of students Individualized Education Plan or IEP s.
Isabel has experience differentiating and scaffolding instruction to students who have different ability levels and range of learning levels. She strives to recognize each child’s interest and use that information to make learning engaging and meaningful. Her experience with Wilson and Orton Gilligham allows her to create individualized lessons that are interactive, multi-sensory, and tailored so that students feel successful in every session. This includes working with fun materials such as: magnetic tiles, activity cue cards, gel boards, and sound centers! In addition, Isabel is a fluent Spanish speaker and can also provide tutoring to students in a dual language program or students who are interested in learning Spanish.
LOCATION: Brooklyn (Red Hook, Park Slope, Sunset Park, Bay Ridge, Dyker Heights, Bensonhurst, Borough Park, Fort Hamilton)
TYPES OF SERVICES: leveled literacy intervention, decoding/encoding, fluency, sight word/vocabulary recognition, reading comprehension, strengthening reading/writing stamina, academic/homework help, informal assessments, Spanish tutoring, math tutoring for grades K-3, third grade test prep
EXPERTISE: working in the Special Education field, individualized, differentiated, and explicit Orton Gilligham instruction, Wilson Fundations grades K-2, public school framework/curriculum
AGES: Pre-Kindergarten 5th Grade
Certified Orton-Gillingham, M. Ed. in Special Education, Certified Special Education
Marcy is a Reading Specialist at a school for students with dyslexia and language-based learning disabilities in Brooklyn. Marcy is certified in Orton-Gillingham and is experienced in applying the methodology to address each learner’s literacy skill deficits while continuing to build upon his or her strengths. She is passionate about structured literacy and the science of reading. She believes an explicit, systematic and multisensory instructional approach is essential for helping readers build phonological awareness, decoding, fluency, vocabulary, comprehension, and spelling skills needed for literacy success.
Marcy is certified in special education and has more than nine years of teaching and tutoring experience. She studied psychology and sociology at Wake Forest University in Winston-Salem, NC. She holds a Master of Education in Special Education from the University of North Carolina at Charlotte. As part of her master’s program, she completed a research project titled Effects of Orton-Gillingham Strategies on Basic Reading Skills of African American Students with Disabilities. She taught elementary special education for six years in Charlotte, NC, and two years in Charlottesville, VA, before relocating to New York City.
Marcy has experience teaching reading, writing, and math with students in kindergarten through sixth grade. She has worked with students with a wide range of needs including autism spectrum disorders, specific learning disabilities, ADD/ADHD, dyslexia, emotional/behavioral disorders, intellectual disabilities, traumatic brain injury, orthopedic impairments, speech-language impairments, and developmental delays. Marcy has implemented a wide variety of literacy and mathematics programs, including Leveled Literacy Intervention (LLI), Corrective Reading, Great Leaps Fluency, Reading Mastery, Words Their Way, Writing Workshop, Expeditionary Learning, Reading A-Z, Investigations, DreamBox, and Eureka Math.
Marcy is knowledgeable about effective practices for building relationships with students and cultivating a supportive learning environment. She has been trained by CT3 in the No-Nonsense Nurturer approach. Marcy can reach and motivate learners who are feeling discouraged and helps them become increasingly comfortable being challenged and taking risks. Marcy believes in making learning as fun and engaging as possible and often incorporates games into lessons. Every success is celebrated, and her students take an active role in tracking progress toward their goals.
LOCATION: Manhattan, Brooklyn (Brooklyn Heights, Downtown Brooklyn, Boerum Hill, Cobble Hill, Carroll Gardens, Gowanus, Park Slope)
TYPE OF SERVICES: Administering formal and informal literacy assessments; Individualized instruction in phonological awareness, decoding/encoding (spelling), phonics, vocabulary, reading comprehension, reading fluency, and writing
EXPERTISE: Orton-Gillingham, structured literacy, multisensory strategies, dyslexia, language-based learning disabilities
AGES: Grades K-6
Darielle is an elementary school Principal within the charter network in NYC. She is an NYS certified teacher for grades 1-6 in General and Special Education. Her education includes a B.S. in Childhood Education from SUNY Oneonta and a Masters in General and Special Education (grades 1-6) from Touro College. She is passionate about working with kids and supporting them in any way she can.
Darielle has taught grade 1st, 2nd, 7th, 9th and 10th grade but has worked in grades K-7 and 9-12 within her career. She has tutored in elementary grades K-6 as well. She has worked with students with different needs such as ADHD, autism, and speech and language impairments.
Darielle can help students struggling with decoding/encoding, fluency, reading, reading comprehension, and mathematics. She works mainly with scholars needing support in phonemic awareness; letter/sound identification, blending sounds, as well as, guided reading, reading comprehension skills, and writing. She is trained in Success For All (which is a literacy program) to help with phonemic awareness and has been highly trained on best practices in regards to guided reading. As for math, she uses a progressive, hands-on approach which will help your scholar learn how to critically think about mathematics rather than just memorize an equation to solve!
LOCATIONS: Brooklyn: Williamsburg, Greenpoint, Dumbo, Brooklyn Heights, Cobble Hill, Boerum Hill, Carroll Gardens, Park Slope, Crown Heights, Prospect Heights, Flatbush. Manhattan: Downtown area, Lower East or West Side, Financial District
Dual Certified Educator, Master’s in Early Childhood and Special Education
Joanna Kamouh is a NY State dual-certified educator specializing in Early Childhood and Special Education. She received her Bachelor of Arts in English from Rutgers University and her Master’s degree in Early Childhood and Special Education from NYU Steinhardt.
Joanna has been working with students in general and special education settings for three years, most recently teaching kindergarten in NYC public schools. Her lessons are student-centered, using both assessment data and students’ personal interests to form targeted lessons that are relevant and engaging. Joanna believes that students learn best through exploration and experience and therefore create learning experiences that are multimodal and interactive, utilizing hands-on and movement-based activities as often as possible.
Joanna particularly enjoys helping students in the area of literacy – not only improving their literacy skills but finding the joy in reading independently. She has a strong belief that phonemic and phonological awareness is the foundation of early literacy and has provided phonics intervention to students from grades K-2.
LOCATION: Remote, Brooklyn
TYPE OF SERVICES: Individual Therapy, Small Group/Pods (2-4 clients)
EXPERTISE: Early Childhood Literacy (Reading and Written Language), Phonics Intervention, Decoding/Encoding, Reading Fluency, Math, Number Sense, Common Core Tutoring, Special Education
AGES: Pre-K through 2nd Grade
LITERACY POD OR 1:1 FOR EARLY CHILDHOOD (PRE-K THROUGH 2ND GRADE)
M.S. in Elementary Education, Certified Teacher, TESOL/ESL Teacher
Saadia is a skillful elementary teacher with over 15 years of teaching experience in the public and private sectors of education. For the past 3 years, she has been serving as a TESOL/ESL teacher for a company that teaches English to students who live overseas. Saadia has taught grades K to 5 and served as a Title 1 teacher to provide interventions and academic support to 5th graders at risk of being retained. She believes that instructional practices should be individualized and the data should be the number one factor to determine a student’s academic path to success.
Saadia has designed and implemented multi-faceted lesson plans to reflect the ever-changing tapestries of student growth. As a kindergarten teacher, her students experienced reading and math success one and sometimes even two years above their grade level, due to her belief in the multiple intelligence theories of learning and her varied instructional strategies that satisfied all modalities of learning. Saadia has served as a mentor teacher to individuals in their Master’s program and trained new teachers within her classroom, when she worked in Brooklyn, on inquiry-based learning/executive functioning skills and curricular alignment with the Common Core State Standards.
Saadia holds her Master’s Degree in Elementary Education from St. Joseph’s University and her Bachelor’s Degree in Justice System Services from Temple University, in Philadelphia, Pennsylvania. During her undergraduate studies, she became a member of the NIKE P.L.A.Y Corps (Participate in the Lives of American Youth) and the Black Women in Sports Foundation under the direction of Tina Sloan Green. Within the program, Saadia was guided and mentored under the leadership of WNBA basketball legend, Dawn Staley.
As an Autism Specialist, Saadia designed and implemented behavioral treatment plans for students in the home, school, and community environments. She attended training on Functional Behavior Assessments and Comprehensive Assessment Planning, which allowed her to systematically collect data about children’s behaviors, consequences of the behavior, and actions prior to the behavior (A-B-C) to determine the best course of treatment planning. Saadia believes learning should be fun, engaging, attainable, and accessible to all students. She shares former president, John F. Kennedy’s belief that “Not every child has an equal talent or an equal ability or an equal motivation, but children have the equal right to develop their talent, their ability, and their motivation.”
I just wanted to drop you a line to let you know how thrilled we are to be working with Saadia. She brings a depth of clinical expertise that is beyond what I envisioned in this process, and she has a great way with my daughter – a spirited kid who can change modes without warning. My kids have had some good teachers but Saadia is clearly on another level.
Type of Services: Multiple Intelligence services/varied instructional practices/executive functioning skills/working memory/ESL/ELL instruction/Formal/Informal Assessments/ASD interventions/reading interventions/math interventions/homework assistance
Expertise: Multisensory strategies/balanced literacy/neuropedagogy/data driven instruction/differentiated instruction/reading intervention/math interventions/inquiry and critical thinking skills/behavioral treatment plan writing and implementation/response to intervention/IEP assistance/healthy lifestyle and positive self image
Ages: Pre K to 5th
M.A. in Secondary Education English Teacher Specialization
Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.
Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension. She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue.
Tamara’s methods of instruction focus on the reading science through a multisensory approach to instruction, as well as on the fun. She prides herself on students LOVING her sessions. She works with students on not only their literacy skills, but also focusing on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms. She has experience working with students with various needs including ADHD, autism, anxiety, behavior disorders, and dyslexia.
In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
LOCATION: Brooklyn: Downtown Brooklyn, Sunset Park, Bensonhurst, Bay Ridge, Dyker Heights; Manhattan: Upper West Side, Midtown West, Chelsea, The Village, Financial District; Staten Island; Bronx; New Jersey: Bergen and Hudson counties
TYPE OF SERVICES: Individualized reading instruction, test prep, executive functioning, study skills, parent consultation and coaching
EXPERTISE: Early childhood education, special education, early literacy acquisition, social/emotional development
AGES: birth through elementary school
M.S. Childhood Education, Orton Gillingham Specialist
Kathleen is a New York State certified teacher and is actively working for the NYC Department of Education in the Autism Spectrum Disorders Nest program. Though she is currently teaching in a special education classroom, she is also certified to teach general education, both in early childhood (birth-2) and elementary level (grades 1-6); having both of these certifications she can serve the needs of all learners. She received her B.S. in Human Development from Binghamton University and her M.S in Childhood Education from Brooklyn College. Throughout her decade-long career, she has spent most of that time working with students with Autism as well as students with various learning needs, working in Integrated Co-Teaching (ICT) classrooms as well as a Substantially Separate classroom. She has worked with students with reading disabilities. Kathleen is able to adapt lessons to meet the needs of all students by using visual supports, graphic organizers, and reading comprehension strategies. Kathleen believes in the use of visuals and tactile supports to help students develop independence within reading and writing. She has received in-service Orton Gillingham training and has experience using OG in her Kindergarten classroom. Kathleen was able to use OG for both large groups and 1:1 work to help her students with phonics and phonemic awareness. Kathleen has been trained in OG for students in grade K-2; she uses these strategies to help her students build a strong foundation in decoding and encoding. She uses this foundation to help build strong and confident writers and readers. She also has experience with Teachers College Reading and Writing Workshop.
LOCATION: Brooklyn: Remote & Bay Ridge, Bensonhurst, and Long Island: Western & Southern Nassau Country
TYPE OF SERVICES: Individual sessions, group (2-3 children)
EXPERTISE: Autism, Literacy Support
AGES: Birth through Elementary School
NYS CERTIFIED in Childhood Education and Special Education (1-6)
Giana Marie Schenone is from Carle Place, NY and entering her third year as a 2nd grade Special Education Teacher in the New York City Department of Education. She is certified in Childhood Education and Special Education (1-6). Giana Marie has many years of experience tutoring students with multiple disabilities including autism, learning disabilities, speech and language impairments, and ADHD. Prior to teaching, she worked in a life-skills and vocational program. Giana Marie implements a multi-sensory approach to instruction by providing the students with multiple entry points to learning. This includes assessing children, determining the students strengths and areas of needs and tailoring instruction accordingly. She has experience with integrating Orton Gillingham strategies utilizing programs such as Reading A-Z, Fundations, Wilson, and Leveled Literacy Intervention (LLI). Giana Marie assesses her students with a variety of tools including Teacher’s College running records, LLI, and Fundations assessments.
Giana Marie also has expertise providing quality direct instruction with phonological awareness, sight word recognition, guided reading, writing development, and reading fluency and comprehension. For example, she is proficient with using Teacher’s College and technology programs such as Lexia and Raz-Kids to support her students with phonics, reading fluency, and vocabulary development. Also, Giana Marie has experience in mathematics instruction where she uses manipulatives and various strategies from the Go Math and enVision curriculum. Furthermore, she uses ABA methodologies, visual schedules, and positive reinforcement systems to support student learning. For instance, Giana Marie uses a token economy system with academic tasks for students who require behavior modifications to support their academic and social-emotional needs.
LOCATION: Long Island, Queens
TYPE OF SERVICES: Elementary reading, writing, and math
TEST PREP: 3-5 ELA and Math test prep
EXPERTISE: Learning disabilities, Speech and Language impairments, ADHD, autism, guided reading, writing development, curriculum modification, assessment, and data analysis
M.S. Elementary and Special Education
Sohayla graduated from Saint John’s University with a Bachelor of Science in Childhood Education and a Masters of Science in Special Education. She is certified in New York State to teach 1st through 6th grade and also has extensive experience working with students all the way up to the doctoral level. Sohayla built her academic career and gained leadership experience during her 5 years as a Saint John’s student. While being an after school teacher, and a graduate assistant at Saint John’s University’s Writing Center, Sohayla has learned the skills necessary to facilitate a culturally responsive and inclusive learning environment for all her students. Her experiences as a Writing Consultant have allowed her to view learning through multiple interconnected perspectives. She has held writer’s workshops for elementary age students. Sohayla has an ability to work with students with various ranges of abilities and she is known for her patience and creativity.
Sohayla has worked in various classroom settings including self-contained, inclusive, ICT, and general. Within these classroom settings, Sohayla has taught students using literacy and mathematics programs/strategies including Teachers College, Self-Regulated Strategy Development (SRSD), Go Math, and enVision Math. Sohayla is familiar with tools such as What Works Clearinghouse and is able to implement evidence-based practices. She also has experience working one-to-one with students or in larger group settings specifically in literacy and math. Sohayla’s teaching style is unique in that it is student-centered and can apply to a wide range of ages and abilities. Sohayla’s top priority is for her students to master new concepts while simultaneously building self-efficacy.
Sohayla knows that each student learns differently. She believes in designing accommodations and modifying content to meet the needs of her students. When it comes to math or literacy, Sohayla focuses on the concepts being taught and works with students to determine their abilities. Sohayla is able to highlight a student’s strengths and uses those strengths to hone their weaknesses in math or literacy. When a student seems to not grasp a concept, Sohayla first analyzes her own teaching and checks to see how she can design a re-teach to meet the student’s specific needs.
Sohayla has proven effective communication through her success with clients, and she updates parents on all significant matters in a timely manner. She believes that her love for student curiosity, coupled with helping others to succeed, makes her passionate and driven in the field. Sohayla works with students to learn their interests and applies those interests within her lessons when appropriate. She works hard to make learning intriguing for her students, and she understands the importance of building teacher to student rapport. Sohayla’s admiration for teaching extends far beyond her own philosophy and exists to help the voices of others be realized and expressed. She believes in order to set students up for success, a positive classroom environment that meets the needs of all learners regardless of race, language, or ability needs to be established.
LOCATION: Queens, Long Island, and Brooklyn
TYPES OF SERVICES: Literacy, Reading Comprehension, writing, spelling, vocabulary, math skills, and concepts.
EXPERTISE: Specializing in working with students with learning disabilities. Following systematic and explicit instruction. Implementing Evidence-based practices.
AGES: K-6 also works with 12th grade and & students on writing assignments.
MS in Special Education from Manhattan College.
Kate was a classroom teacher for the New York City Public School system for nine years. It was here she found her passion for working with special needs children. She spent the majority of her career working in a self-contained classroom and also has experience in collaborative, team teaching classrooms. After this she began providing 1-1 Special Education services within both the home and school setting. She has worked with children who have been diagnosed with Autism Spectrum Disorder, ODD, PDD and ADHD. She has taught children who need assistance with executive functioning and also worked with the speech and language impaired. While providing these consulting services, Kate earned her Response to Intervention Certificate. She has provided parent training, led classroom workshops on working with special needs children, developed successful behavior plans and wrote IEP goals.
Kate is trained in the Fundations program, which is multi-sensory and targets phonics, spelling, and handwriting. Kate also received training in the Orton-Gillingham literacy program and has used NY Engage, Everyday Math from the University of Chicago and GO-math. When providing literacy instruction, Kate will specifically address the areas of phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. When providing math instruction, she will work on number concepts, basic computation skills, word problems and use manipulatives for a hands on approach. Kate believes in using a wide variety of modalities when instructing children. She will prepare, individualize and incorporate instructional activities that could include movement (kinesthetic), seeing (visual), hearing (auditory), and touch (tactile). She finds children learn best when engaged in activities they find fun and most like “play”. Some of the young learners she has worked with have enjoyed shaving cream writing or sand writing. Others enjoy hopscotch reading, “snowball” fight word reading or letter identification. Some learners find writing a song to memorize number facts or spelling words helpful while others she has worked with make videos to record themselves recalling vocabulary or multiplication facts.
Kate believes there is no such thing as an “unteachable child.” She believes in uncovering the learner’s strengths, discovering his or her unique interests and building individualized instruction around that. While instructing students, she believes in using a multitude of different approaches, which are specifically designed to meet the learner’s needs.
LOCATION: Long Island
TYPE OF SERVICES: Individual or group (2-3 children), literacy or math instruction and special education services (SEIT, BIS, ABA)
EXPERTISE: Working with students with disabilities. Increasing executive functioning skills, creating task analysis boards, incorporating behavior intervention strategies to support academic success, Fundations, Orton-Gillingham, and Common Core Curriculum.
AGES: Kindergarten through grade 5
Special Educator, Wilson and Orton-Gillingham Certified, Reading, Writing
Dr. Chris received a PhD in urban education from the Graduate Center of the City University of New York. He received a Masters degree in special education from Hunter College, also of the City University of New York. He has spent much of his 25-year career as a literacy specialist working with students with learning disabilities. He has been a tutor, public and private school teacher, a literacy specialist, an administrator, and a college professor. His focus in all of these positions and stages of his career has been to teach children to read. As a teacher and tutor, he developed literacy skills in children of all ages but mostly older children, between 10 and 18. As a professor, he has taught special education methods with a focus on literacy instruction. He has made it his personal mission to teach his graduate students how to teach children who struggle with basic reading skills such as decoding and fluency and, of course, comprehension. Throughout his career, he has been shocked by how many teachers, special education teachers included, are unprepared to help children who struggle with reading. He has many years of experience using and teaching Orton Gillingham-based decoding methods (Wilson Reading System, Recipe for Reading, etc.) and reading comprehension instructional methods such as Reciprocal Teaching, Visualizing and Verbalizing, among others. He is also experienced in writing instructional methods such as Basic Writing Skills (Hochman), and Framing Your Thoughts (Project Read). He is also versed in helping children develop executive function skills.
Natalie Lombardo is a New York State Licensed Literacy Specialist (ages birth-grade 12) and Elementary Education Teacher. She holds a Bachelors of Science Degree and Masters in Literacy from St. John s University where she graduated Magna Cum Laude. She has training from Columbia Teachers College Program as well as Orton-Gillingham.
Natalie has worked with students for over 16 years and has a passion for working with students struggling to read. She has provided instruction using the Orton-Gillingham Approach, Wilson Fundations Program, Learning Without Tears, Fountas & Pinnell, Journey s Literacy Program, Go Math and Everyday Math. She is a part of her school’s instructional team and is involved in curriculum planning and writing.
Natalie believes that ALL children can learn and uses a multisensory approach and individualized instruction to ensure success. She uses her training, evaluation of the student’s needs and experience to develop a curriculum tailored to each child. She keeps her students engaged by using multisensory materials and student interest. Natalie also specializes in Executive Function Coaching. She assists students to focus, develop organizational skills, plan and prioritize, and time management. She helps students set individual learning goals and works with the parents to help her students achieve these goals and develop a love for learning.
LOCATION: Staten Island
TYPE OF SERVICES: Initial reading assessment, reading intervention, ELA instruction (phonemic awareness, decoding, comprehension, fluency & writing), test prep, elementary school math instruction & intervention, ELA & math enrichment
EXPERTISE: Working with children who have difficulty with decoding, reading fluency, reading comprehension, students with dyslexia, math intervention & enrichment
AGES: Pre school through Grade 6
New York State Certified Literacy Instructor, M.S.ed, Wilson Trained
Amy earned her Masters of Education at Bank Street College of Education. She is experienced with students who have a broad array of learning issues including dyslexia, and works one-to-one with students in decoding, fluency, reading comprehension, spelling, phonological awareness, language delays, and with students struggling in math. She also works with general education students needing extra support.
Amy has extensive experience with supporting pre-literacy skills such as letter identification, phonics, kindergarten readiness, and performs formal and informal assessments. She is trained in multiple Orton Gillingham programs including Wilson, Fundations, PAF, and IMSE. In addition to her work with these structured, multi-sensory approaches, she has extensive experience with teaching comprehension skills and filling in gaps for students needing support with specific concepts. She is experienced in Seeing Stars and Lindamood Bell methods used frequently for students needing greater language support.
Amy’s approach to mathematical instruction is to present an organized and structured curriculum using multisensory methods similar to her Orton Gililngam training with literacy. Incorporating review and building on known concepts are an integral part of her philosophy. She’s trained and experienced in Everyday Math K-3. As her role as a Learning Specialist, she pushed in to 2nd and 3rd grade classrooms to teach math.
Amy has a warm, intuitive nature and specializes in individualizing her plan of action for each student. She has experience teaching within Manhattan s private k-3 schools as a reading teacher and learning specialist and has tutored students through middle school. She has worked with students ranging in age from 3-14.
LOCATION: Manhattan, including Harlem
TYPES OF SERVICES: Orton Gillingham individualized lessons, reading comprehension, formal and informal reading assessments, phonological awareness, sound-symbol association, decoding strategies, fluency, and reading comprehension, spelling, sight word recognition, pre-literacy, and kindergarten readiness.
EXPERTISE: Developing individualized remediation for struggling readers
AGES: Pre-school through middle school
Ann Marie O.
New York and New Jersey State Certified Reading Teacher K-12, M.S.ed, Wilson Reading Trained & Orton-Gillingham Trained
Ann Marie is a New York and New Jersey State Certified Reading teacher for grades K-12. She earned her M.S.ed as a Reading Teacher from CUNY Lehman College and her B.A. in English from Hunter College. She has over 20 years of experience teaching reading in various school settings. She is experienced and trained in many Orton-Gillingham based reading programs and methodologies. She is passionate about helping students learn to the best of their abilities. Ann Marie believes that all children can learn to their fullest potential and that having a deep understanding of a child’s learning profile is essential in helping them to reach their goals.
Ann Marie is experienced with many reading programs and curriculums within the public, charter, private, and progressive school systems. She’s had formal training with all three tiers of the Wilson Reading System (Fundations, Just Words, and the Wilson Reading System) and she also has certification from The Institute of Multisensory Education (IMSE). She is also experienced working with Lindamood-Bell programs (Seeing Stars and Visualizing and Verbalizing). She has experience teaching many curriculums such as Fountas and Pinnell’’s Leveled Literacy, F & P Guided Reading, Reading Mastery, and Wheatley Reading. In addition to teaching reading, she is experienced in teaching basic writing skills (K-12) and Singapore based math (grades K – 2) using the Eureka Math Program. With her knowledge and experience of teaching, she can quickly target gaps and create a program based on the learning profile of each student.
LOCATION: Bronx, Manhattan, Westchester, New Jersey
TYPES OF SERVICES: Formal and informal reading assessments, Cognitive Abilities Testing
EXPERTISE: Working with students with extreme challenges, using assessments to target weaknesses, creating individualized programs for students based on learning profiles, Data-driven instruction, multi-sensory approaches
Special Education Teacher, Certified Orton-Gillingham Literacy Specialist
Jurga is an early childhood special education teacher. She has been teaching since 2009 as a SEIT, an Early Intervention teacher, reading specialist, special education teacher in an ICT classroom, as well as a teacher in a self-contained special education classroom. She is experienced to work with students from kindergarten through middle school. Jurga has completed the Orton-Gillingham training, practicum, and certification through Institute for Multi-Sensory Education (IMSE). She has extensive knowledge of Wilson Fundations, Eureka Math, Go Math, and Teachers College’s reading and writing curriculum. Jurga has experience working with students with speech and language disabilities, autism, ADHD, executive functioning difficulties, dyscalculia, and learning disabilities. Jurga’s knowledge of a variety of approaches helps her find the right activities for each student. She works at the student’s functional level and progresses in sequential order from basic to more complex skills. Jurga loves to use literacy or math games whenever possible to make learning fun.
LOCATION: Bronx, Riverdale, Upper and Midtown Manhattan, Northern New Jersey
TYPE OF SERVICE: Initial reading assessment, phonics, phonemic awareness, blending, syllabication, reading comprehension, fluency, math intervention
EXPERTISE: Orton-Gillingham, Eureka Math, Fountas & Pinnell, Teachers College Reading and writing
Joy is a New York State certified Reading Teacher K-12, Elementary Education (Pre K, Kindergarten, Grades 1-6). English Grades 7-12, earning a Masters in the Art of Teaching, Masters of Fine Arts in Creative Writing, including Bachelor of Arts in English Literature from Manhattanville College. Also, recently receiving her Advanced Special Education certificate from Manhattanville College in Purchase, New York. In addition, she is a Wilson Dyslexic Practitioner (W.D.P) as well as receiving her TESOL certificate from Westchester Community College. Joy has always enjoyed teaching as a Literacy Specialist and found herself working to help students with significant reading delays and difficulties, e.g. dyslexia, students reading below grade level, and those struggling with comprehension. She works with various levels in schools grades K-12. As a lifelong learner and educator, Joy has completed course work in Secondary Education in English for Middle School and High School. Her knowledge of working with students with disabilities has been an asset to her teaching career.
Joy achieved the title of Certified Wilson Instructor in steps 1-6 in which she teaches her students the multi-steps of the Wilson Reading Program using the multi-sensory approach. Her creative ability in teaching literacy provides the students with transferable skills to help the reluctant reader to engage with the text as they become able readers and writers.
Joy is a dedicated, dynamic professional who cares deeply about her teaching, and the individual needs of each of her students. The work that she does inspires and changes the lives of her students every day through methods in response to literature. She especially enjoys instructing those students with disabilities; that has made all the difference. Joy has worked one-on-one with children who have been diagnosed with emotional and behavioral needs as well as learning disabilities. She has assisted children with executive functioning skills.
Joy is trained in phonics, spelling, and decoding skills along with handwriting with her younger students. She has also received training in the “Just Words” Wilson Program for the intermediate grades. When providing literacy instruction, Joy will specifically address the major areas of literacy: phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. When providing math instruction, she will work on number concepts, basic computational skills, word problems and use manipulatives for a hands on approach. Joy knows that students learn in different ways and have different learning styles.
Joy is a creative thinker who designs her lessons to fit the learner’s needs. Her specialized reading instruction helps to make the student feel confident and safe while building up his or her student’s self-esteem through her nurturing, patient nature and style.
LOCATION: Upper and Lower Westchester County
EXPERTISE: Creative writing, reading, and learning directives
TYPE OF SERVICES: Individual or group (2-3 children), literacy or math instruction and special education children/young adults,