Google review, Brooklyn LettersBrooklyn Letters

1139 Prospect Avenue, Brooklyn

4.9 56 reviews

  • Google review, Brooklyn Letters Emily Matles ★★★★★ a week ago
    We would highly recommend Ally! Our son always asks about her, so very thankful to Brooklyn Letters for introducing us.
    ~ Emily, mom of Brooklyn 2 year old
  • Google review, Brooklyn Letters T Ainsley ★★★★★ 5 months ago
    I cannot express how grateful and rewarding my experience with Brooklyn Letters has been. Her tutor Ms. Daria is so knowledgeable, amazing, kind and awesome. My daughter has made so much progress in Literacy and Math and it's all … More thanks to Ms. Daria. I know my daughter is sad that she can no longer work with Ms. Daria, as she looked forward to their sessions every week. Thank you again!
  • Google review, Brooklyn Letters Natalie Levon ★★★★★ 4 months ago
    Nicole has been an amazing therapist!! She played a tremendous role in our daughter’s speech progress and overall development. She has come such a long way and we are so happy with the therapy she received!
  • Google review, Brooklyn Letters Colin Peters ★★★★★ 6 months ago
    We could not be happier with the services Valerie provided! She is very thoughtful and knowledgeable and provided significant guidance to support our daughter's speech development outside of our scheduled sessions. She established … More a great working relationship with her, and she will definitely be missed! Your business model is amazing and it was an absolute pleasure working with Valerie. I've referred your organization and Valerie to the Executive Director of our daughter's school and friends/colleagues who are in need of speech therapy services.
  • Google review, Brooklyn Letters Lil Amatore ★★★★★ 7 months ago
    Christina was absolutely wonderful. She went out of her way to win my son over and it worked. He looked forward to her visits and his speech improved so much under her care. She was super flexible and it’s clear she truly cares. We adore … More Christina and we’re going to miss her. Almost sad he improved so much! She’s simply amazing and we can’t say enough how great she is. I would recommend her services to anyone and everyone, without hesitation. Thank you so much for connecting us with her!
  • Google review, Brooklyn Letters Heather Liljengren ★★★★★ a year ago
    We cannot say enough good things about Effie, the ASL teacher, who was so engaged and effective with our 2 year old daughter from the very first session! Effie gladly included our whole family in the sessions! Her expertise and fantastic … More personality gave our daughter a way to communicate that she was so desperately seeking. The coordinators at Brooklyn Letters were so helpful and communicative…I would highly recommend their services!
  • Google review, Brooklyn Letters Brigid Bower ★★★★★ 11 months ago
    Samantha Dalmas was fantastic! We saw her for a feeding therapy evaluation and while she doesn’t think my daughter needs more feeding therapy sessions at this time, but she gave me lots of tips to try. If my daughter's doctors want … More to see more progress at her next appointment, I wouldn’t hesitate to reach out to Samantha again.
  • Google review, Brooklyn Letters Duygu Başaran ★★★★★ 11 months ago
    Brooklyn Letters was recommended to me through a friend's speech therapist friend in NJ. The articulation evaluation for my daughter went well. We were pleased with Kristin's services.
  • Google review, Brooklyn Letters Kelley Peters-Patel ★★★★★ a year ago
    Melissa was wonderful. Our daughter warmed to her immediately and by the time she left, had already started "practicing" some of the techniques Melissa had shown her. I will not hesitate at all to reach out to Melissa again, should … More the need arise.
  • Google review, Brooklyn Letters R Elmore ★★★★★ a year ago
    Aileen was INCREDIBLY helpful to us, both in assessing possible origins of my grandson's food aversions, as well as informing us of various available interventions to consider.
    I can’t thank you and Brooklyn Letters enough for connecting
    … More us with Aileen. In all our feeding therapy journey we have not gotten anything near the kind of benefit that we did from her. Her knowledge, professionalism, and responsiveness have put us on the path of progress with my grandson and has also made us feel genuinely well cared for.
  • Google review, Brooklyn Letters Christine Weiher ★★★★★ 2 years ago
    We were amazed with Allison! She met my son at 2 1/2 years old, not speaking much at all, and over a computer, and she was able to develop a bond and friendship, so much so that he would look forward to his weekly computer time with Allison. … More I was not sure how the speech therapy would go- but we are so happy that we tried it out and continued. It allowed my son to gain confidence in his speech, make a new friend :), and also give him the skills and a bit of understanding of how to shape his mouth or where to place his tongue to make the proper sounds. We were extremely happy with Allison- she was fantastic to work with.
  • Google review, Brooklyn Letters Andrea Saffady ★★★★★ 2 years ago
    My sessions with Karen have been extremely helpful. My speech has improved tremendously. In fact, I just finished 2 hours of conducting interviews with a consulting client via MS Teams and I have an upcoming conference call. Both my … More neurologist and neurosurgeon remarked about how good my speech is. Much of the day it is perfect, although I still have some rough spots when I get tired or speak too quickly. One of my granddaughters is a speech pathology student at Ithaca College. She sat in on 2 sessions while she was home for winter break, and she was very impressed with Karen.
  • Google review, Brooklyn Letters Jacob B ★★★★★ 4 years ago
    We were delighted with Christie. First, and most importantly, our son made great strides under her guidance. So great, that we felt he no longer needed help! She was incredibly patient and kind with him and our son really responded to … More her. Christie was also great with me and my wife. She provided thorough and informative updates on our son's progress and which exercises she was using with him, so we could reinforce what she was teaching him. All in all, we had a fabulous experience with Christie and would highly recommend her.
  • Google review, Brooklyn Letters Jessica C ★★★★★ a year ago
    Theo was wonderful and his work with my son has produced some progress. I am grateful for the services Theo provided.
  • Google review, Brooklyn Letters Melissa Stevens ★★★★★ 2 years ago
    Highly recommend Jill. She is a total pleasure to work with. After a few months working with Jill, my son is reading above grade level and LOVES to read. Mission accomplished!
  • Google review, Brooklyn Letters Demet Evren ★★★★★ 2 years ago
    Paige was great and we had been really happy with her. I would highly recommend her! I recommend Brooklyn Letters to whomever asks for a speech therapist.
  • Google review, Brooklyn Letters Jeizel Rosenthal ★★★★★ 2 years ago
    Isabel was WONDERFUL and our son absolutely adored her, and he is making great progress with his reading and writing.
  • Google review, Brooklyn Letters Lesley Duval ★★★★★ 3 years ago
    Theo was fantastic with our 4yo son. We were very worried that his progress would fall off when we had to switch to remote sessions, but Theo kept our son happy and engaged through the screen. Highly highly recommend!
  • Google review, Brooklyn Letters Samantha Packard ★★★★★ 3 years ago
    We've been working with Theo from Brooklyn Letters for close to 4 months now and the results are apparent; our daughter has vastly improved her speech in a relatively short amount of time. We make "Theo Day" a celebration … More in our house with pancakes for breakfast, and the enthusiasm is matched in the sessions. Theo is fun, patient, professional, and caring, and he gives us the tools to take the lessons beyond the session. Thank you Theo, and Brooklyn Letters, for helping our daughter express herself.
  • Google review, Brooklyn Letters Travis Ricca ★★★★★ 3 years ago
    I worked with Alina to enhance my pronunciation, tone, and pacing while communicating socially and in a work environment. She was great to work with and clear about goals and learning objectives. The improvement from day 1 has been tremendous! … More
  • Google review, Brooklyn Letters Enrico Bermudez ★★★★★ 3 years ago
    Cathy has been excellent with us and our son. We will sorely miss her. He has improved significantly with Cathy’s help. Cathy was a true partner with us, especially as we pursued additional help through our son’s school system.
  • Google review, Brooklyn Letters Kayne Elisabeth Wilk ★★★★★ 4 years ago
    We really loved working with Alina, she is so fantastic. Patient yet firm, and determined the best course of action very clearly and succintly for us. And it all transitioned so well to Zoom as well. I will definitely be back in touch for … More services for our other child after summer break!
  • Google review, Brooklyn Letters Jen S ★★★★★ 4 years ago
    Vera was amazing! My 11 yo daughter made progress so quickly and really looked forward to her sessions. She was kept motivated and engaged.
  • Google review, Brooklyn Letters susie tofte ★★★★★ 3 years ago
    The work that Allison P. did with our daughter over the years has been invaluable to us. Our daughter had such a good relationship with Allison, and it allowed them to work really well together - even remotely these past 6 months. This … More year, Allison went above and beyond by helping us throughout the neuropsych eval we did, trying to re-open our daughter's IEP at her school, and eventually landing her at our chosen school. She was in contact with our daughter's teachers, with the neuropsychologist, and made herself available as a reference to speak on behalf of our daughter's learning differences.
    Allison stopped by our house last week to give our daughter cupcakes and say goodbye, and I literally cried with appreciation for what an amazing speech therapist she has been. She has been our daughter's biggest champion. The new families that she will work with this year are lucky to have her.
  • Google review, Brooklyn Letters Alicia Perez-Katz ★★★★★ 4 years ago
    Sydney was great! Our son was sad to end his sessions with her, which says a lot. We appreciated her honest assessment of his skill level, and he now has materials to self monitor and practice. Thank you!
  • Google review, Brooklyn Letters Kristin Ames ★★★★★ 4 years ago
    Our experience with Theo was terrific. Theo was great with my son. He developed a positive relationship with him based on sincerity, respect, trust and a deep personal connection. In their lessons, Theo was encouraging, creative and kind. … More He helped our son understand how to differentiate the sounds he made when he spoke, and gave him great exercises to practice every week between lessons. Our son was sorry to have the lessons come to an end, but recognized that Theo had helped him as much as possible and it was time for him to stop. Theo explained to him (and us) how to keep working to get the last 5%, and encouraged him to keep working on the exercises on his own. I have recommended Theo to another parent who noticed my son's improvement and inquired for her own son.
    We are all grateful to have gotten to know Theo, and we greatly appreciate all the work he did to help our son.
  • Google review, Brooklyn Letters Aisha Holder ★★★★★ 4 years ago
    "I have nothing but wonderful things to say about Michelle Macroy-Higgins. We are extremely pleased with her work with our daughter. I was so grateful for my daughter to have a speech therapist who is a researcher (specialty in late … More talkers), graduate professor and practitioner. Her expertise was clearly evident in our conversations and work with our daughter. She was very responsive to my questions and often sent articles and other materials about language development that I found helpful. Thankfully, my daughter's speech improved tremendously. Michelle developed such a warm relationship with my daughter. My daughter was always excited to see Michelle and would greet her at the door with a big hug. Lastly, I would add that Michelle always demonstrated empathy with me as a mother who was initially worried about her daughter's language development. I could go on and on about how pleased we were with Michelle's work."
  • Google review, Brooklyn Letters Andrea Peartree ★★★★★ 4 years ago
    Theo is a wonderful Clinton Hill speech therapist. We were really pleased with him. Our son showed drastic improvement, not only in his speech but in his confidence.
  • Google review, Brooklyn Letters mario costa ★★★★★ 4 years ago
    Alexa has been an enthusiastic, reliable, well prepared and caring teacher for our 6 year old daughter. She has been able to improve and increase our daughter's confidence lesson by lesson with patience and competence; through varied … More and productive didactic practice. Alexa has engaged our daughter in several activities that always kept her motivated and eager to learn literacy. My wife and I, both of us are educators, feel so fortunate to have had the opportunity to observe Alexa's pedagogical skills. Alexa has had a big impact on our daughter literacy growth. Thank you Brooklyn Letters!
  • Google review, Brooklyn Letters Lily Alt ★★★★★ 4 years ago
    We were absolutely DELIGHTED with Marsha's services. She was wonderful. We found her to be kind, fun, engaging, very knowledgeable. She provided us with clear instructions and additional written handouts each week. She engaged our … More son with different techniques and toys, and showed us how to use her techniques when we were interacting with him. I actually just texted her on Saturday - Our son finally said "more" - one of the target words we had been working on with her. It was a total joy to hear, and I had to share it with her - she wrote back immediately to congratulate us. I am so appreciative of her expertise, and wish we could have seen her for longer. I recommended her to another family in our neighborhood who is looking for a speech therapist.

Yelp (also view our 35+ filtered reviews)

QUEENS, NYC READING WRITING TUTORS SPECIALISTS

READING WRITING TUTORS SPECIALISTS 2 1
As Featured In:

QUEENS, NYC READING WRITING TUTORS SPECIALISTS

READING WRITING TUTORS SPECIALISTS 2 1
As Featured In:
Serving you since 2010! We are caring Literacy Specialists traveling to you! In-home, at-school, remote Queens, NYC metro area private pay literacy tutoring for school-aged students. We work with students of all ages, in private and public schools teaching decoding, spelling, reading fluency, and reading comprehension skills.
Serving you since 2010! We are caring Literacy Specialists traveling to you! In-home, at-school, remote Queens, NYC metro area private pay literacy tutoring for school-aged students. We work with students of all ages, in private and public schools teaching decoding, spelling, reading fluency, and reading comprehension skills.
WE TRAVEL TO THE FOLLOWING QUEENS 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!
Training/Certifications
Training/Certifications

Our hourly rate includes both travel and instructional time (you only pay for instructional time!).

Queens Literacy rates

  • $145-$180 Per Hour

  • $120-$155 for 45 minutes

  • $100-$120 for 30 minutes (online only)

manhattan rates
Queens Literacy rates

  • $135-$175 Per Hour

  • $110-$150 for 45 minutes

  • $90-$115 for 30 minutes (online only)

manhattan rates
Get Started Now!Get Started Now!

The Five Pillars of Reading

5Pillars1

Just like a house needs strong support and a foundation, developing literacy skills in young learners requires the Five Pillars of Reading. Learn how early literacy benefits from both¬†print-to-speech and speech-to-print instruction. When literacy instruction includes all important aspects of literacy and the students are actively engaged in learning literacy, it’s called¬†structured literacy.¬†To learn more about these structures, the¬†National Reading Panel¬†recommends that the best approach to reading instruction include the following pillars:

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. Discover the importance of phonological processing in learning to read and write. Whether you are a young learner or an adult looking to improve your reading and writing abilities, these 12 must-try literacy apps of 2023 help you achieve your goals.

Here is a closer look at how the Five Pillars of Reading work to ensure successful reading instruction:

 

Phonemic Awareness

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. Learn about¬†phonemic awareness benchmarks.

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. Learn what is phonology.

 

Phonics

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. Learn¬†what are phonological awareness and phonemic awareness.

A child who has mastered phonics can sound out new or unfamiliar words on their own.¬†The child is ‚Äúcracking the code‚ÄĚ 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

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).

5Pillars2

Fluency

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.

Discover the important differences between a ‚Äėspeech-to-print‚Äô approach to literacy instruction and teaching based on ‚Äėprint-to-speech.‚Äô

 

Comprehension

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.

Discover some online phonics materials for struggling readers that can help them develop the five pillars of reading. Read Sold a Story: How Teaching Kids to Read Went So Wrong (host: Emily Hanford), and watch Blame It On Gutenberg, a powerful film “about the evolving science of dyslexia, dueling theories of how to teach reading, and one family’s landmark struggle with an unresponsive school system.“

Read this article to learn more about dyslexia, recognize the signs, impact, support, and accommodations, how to identify the indicators, and get a diagnosis, post-diagnosis steps, approaches, assistance, how to boost self-worth, and many more!

Learning his or her ABCs is your child’s first step towards mastering reading and writing. But sometimes, teaching such an important skill can be confusing for parents. Do you start with the letter names or the letter sounds first? Is there a right way to teach a child the alphabet? Click here to read what speech-language pathologist Dr. Jan Wasowicz has to say on our blog!

Meet Our CEO
Presented at:

Michelle C.

M.S. Early Childhood Education

QUEENS STAFF

Michelle C.

M.S. Early Childhood Education
Michelle C.
Michelle C.

Michelle is certified in Early Childhood Education, Childhood Education and Special Education (birth-grade 6). She holds a Bachelor’s degree in Early Childhood Education from Towson University and a Master’s Degree in Special Education from Hofstra University. Michelle is trained in Fountas and Pinell, Fundations, and Orton Gillingham. Michelle has a passion for working with children and families.

Michelle has experience working with a diverse population of general and special education students. She taught preschool for a little over a year, kindergarten for three years, first grade for one year, and has been teaching third-grade special education since 2018. Michelle has been working for the New York City Department of Education since 2014. She has experience working with students who are emotionally disturbed, have speech and language impairments, struggling readers, and students who struggle in all academic areas. She uses a systematic, multi-sensory, phonemic-based approach in order to improve spelling, decoding, fluency, and comprehension.

Michelle is trained in both Go-Math and Envisions math. She has experience collaborating with speech therapists, occupational therapists, and physical therapists in order to better meet the needs of each child. She also has a lot of experience working closely with families.

TYPES OF SERVICE: Initial reading assessment, Orton Gillingham-based reading instruction, including individualized reading instruction and intervention in phonemic awareness, phonics, and decoding strategies; individualized instruction in reading fluency and comprehension instruction; writing instruction, and math instruction and intervention.
EXPERTISE: Orton Gillingham-based reading instruction, differentiating instruction for students with and without learning disabilities, and students who need extra literacy support; differentiating instruction for students who need extra math support.

Lauren C.

M.A. & NYS Certified in TESOL (Teaching English to Speakers of Other Language), Special Education, Early Childhood Education, and Childhood Education

Lauren C.

M.A. & NYS Certified in TESOL (Teaching English to Speakers of Other Language), Special Education, Early Childhood Education, and Childhood Education
fullsizeoutput 1ef6
Lauren C.

Lauren is a NYC Department of Education teacher and holds 5 NYS Certifications: Teaching English to Speakers of Other Languages (Pre K to Grade 12), Students with Disabilities (Birth to Grade 2), Students with Disabilities (Grades 1-6), Early Childhood General Education (Birth to Grade 2), and Childhood General Education (Grades 1-6). She received her Master’s Degree in TESOL (Teaching English to Speakers of Other Language) from Hunter College in Manhattan. She also received a B.A. in Child Study/Mathematics from St. Joseph’s College in Brooklyn. Lauren is currently an ENL (English as a New Language) teacher in Brooklyn, NY. She works with English Language Learners and modifies instruction so that her diverse students can grasp the content being taught.

Lauren has experience working with many diverse cultures and backgrounds, currently working with students speaking 27 different languages. Lauren specializes in small-group guided reading instruction working on specific students’ needs. She understands that students learn in different ways and incorporates a variety of learning styles in her instruction such as, visual, linguistic, and kinesthetic.

For reading struggles, Lauren uses multi-sensory instruction with various hands-on techniques (play-doh, sand writing, air writing, magnetic letter tiles) to aid in word memory and building and engages with the students in interactive shared reading.

Lauren is trained using multiple assessments and curriculum including Teacher‚Äôs College, Words Their Way, Fundations, Fountas and Pinnell, Go Math, Metamorphosis Math, and Envisions. She works with students who struggle with decoding, spelling, and writing by building on each student’s current skill level. Lauren has experience working with students who have learning disabilities, ADHD, and intellectual disabilities.

TYPE OF SERVICE: ENL support, Administering reading and writing assessments, phonics work, individualized reading instruction, providing math help, language building, vocabulary instruction, test prep for NYSESLAT and State ELA & Math exams
EXPERTISE: Working with English Language Learners and helping them build language, Intervention for children struggling with decoding, comprehension, and fluency
AGES: Preschool-4th Grade

Giana M.

NYS CERTIFIED in Childhood Education and Special Education (1-6)
GIANA

Giana M.

NYS CERTIFIED in Childhood Education and Special Education (1-6)
Giana M

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.

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
AGES: K-5

Sohayla E.

M.S. Elementary and Special Education

Sohayla E.

M.S. Elementary and Special Education
Sohayla
Sohayla

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.

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.

Elizabeth L.

Bachelor’s degree in Childhood Education & Students with Disabilities (Grades 1-6), Master’s degree in Childhood Education & Students with Disabilities (Grades 1-6)

Elizabeth L.

Bachelor’s degree in Childhood Education & Students with Disabilities (Grades 1-6), Master’s degree in Childhood Education & Students with Disabilities (Grades 1-6)
Elizabeth L
Elizabeth L

Elizabeth is an accomplished educator with a strong foundation in both Childhood Education and Students with Disabilities (Grades 1-6). She holds a bachelor’s degree from Marist College and a master’s degree from Touro University, with memberships in both the International Honor Society in Education and Psychology. Throughout her career, Elizabeth has played pivotal roles, starting as a Special Education teacher in various New York City schools. She has excelled in mentoring new teachers, taking on leadership roles such as grade-level team leader, and conducting professional development training sessions for teachers and families. Currently serving as an Assistant Principal at the elementary level, Elizabeth is dedicated to cultivating students’ love for learning while fostering their self-confidence to achieve individualized goals.

As a literacy and math instructor, Elizabeth brings a wealth of experience in mentoring and tutoring children with diverse backgrounds and needs. Her instructional expertise encompasses phonics, phonological awareness, decoding, spelling, fluency, reading comprehension, vocabulary, and elementary math. Elizabeth is well-versed in implementing multisensory programs such as Wilson Fundations, Success For All (SFA), and Guided Reading Leveled Literacy, all designed to promote reading, writing, and oral language development.

Elizabeth is particularly passionate about math, employing a tactile approach to cater to the unique needs of each child. She has successfully implemented programs like TERC Investigations, Go-Math, and EngageNY. Elizabeth’s approach involves designing individualized lessons to maximize student outcomes, utilizing a range of instructional tools, from math manipulatives to technological resources. Beyond her work with students, she places significant value on building partnerships with families. Elizabeth collaborates with families, providing them with effective strategies to support their child’s learning at home. Her holistic and individualized approach reflects her commitment to creating an environment where every learner can thrive academically and personally.

Types of Services: Multisensory Reading Instruction, Multisensory Math Instruction, Formal and Informal Reading Assessments, and Interventions, Behavioral Interventions
Expertise: Working with children with specific reading, writing, and math learning disabilities, working with children with ADD and ADHD, NYS Exam preparation, NYS common core tutoring.

Janeese C.

Bachelor of Science in Elementary Education and Master’s Degree in Special Education

Janeese C.

Bachelor of Science in elementary education and Master’s degree in special education
Janeese
Janeese

Janeese earned her Bachelor of Science in elementary education and her Master’s degree in special education from University of Hartford. Over the last decade, Janeese has taught students from all ages in NYC public schools. She is also trained in specialized teaching strategies for students with disabilities. Janeese is currently a fourth-grade special education teacher. Janeese has also worked as a scorer on the Common Core New York State math and ELA exams. Additionally, Janeese obtained her school building and district leader license from the College of Saint Rose. She also serves her school as a coach and ensures educators are promoting equity in their teaching.

Janeese always understood the importance of education and has a deep passion for learning. When Janeese realized that some children learned differently, she knew it was her job to lend a helping hand. She grew up in Rockaway Beach. This helped her to realize that people were like seashells, some more fragile than others and they would need extra care. Janeese decided to study special education.

Janeese was voted Community Board Three’s teacher of the year in 2019. Janeese specializes in using the science of reading to help students with comprehension. She enjoys fostering the love of mathematics by teaching lifelong problem-solving skills. Janeese enjoys using manipulatives, visual aids, and explicit models to guide her pedagogy. Janeese currently works with students with emotional disorders, speech and language disorders, dyslexia, executive functioning disorders, ADHD, oppositional defiant disorder, and students with Autism. To ensure all learners succeed, she adapts and adjusts her instruction to individual learning styles. Janeese enjoys using multimedia platforms and innovative tools to create a context for deeper understanding. She believes every child is unique and deserves a caring, inspiring, and engaging atmosphere to grow emotionally, intellectually, and socially. She believes positive elementary education is essential to creating successful life-long learners.

TYPE OF SERVICES: One-on-one academic support, Group academic support,
EXPERTISE: Speech-language delays, Autism Spectrum Disorder, Behavioral and Emotional disorders, Attention deficit hyperactivity disorder, Multiple disabilities
AGES: Preschool through Middle School

Alicia C.

Master’s Degree in Elementary Education

Alicia C.

Master’s Degree in Elementary Education
Alicia
Alicia

Alicia holds a Master’s Degree in Elementary Education from the University of New Hampshire. She has worked as an educator in various settings, from public and independent schools to tutoring small groups and providing 1-on-1 services within students’ homes. Alicia specializes in teaching young children, toddlers through 3rd grade. Within her repertoire of experience, she has learned how to differentiate instruction, create safe learning environments, and assess and support students across all domains of development.

When teaching math, Alicia incorporates manipulatives such as ten frames and double-sided counters. She uses follow-up questions in response to a student’s work to further support their understanding. Equally important are the discussions she leads on math topics, which create connections across different concepts, support greater retention, and encourage reflection on one’s learning (metacognition). Alicia has utilized the Math in Focus and Bridges in Math programs.

Alicia incorporates multisensory reading activities that use sight, hearing, and touch for deeper learning. Furthermore, these multisensory activities often feel like play for a child, allowing them to engage and connect with their learning naturally. Alicia supports every child by curating book collections that motivate and inspire them. Alicia wants children to develop a love for reading and does so by finding fiction and non-fiction books that her students relate to and find interesting. She has utilized the Wilson / Fundations phonics program and Heggerty’s phonemic awareness program.

She takes the time to build a rapport with every child, getting to know their interests and guiding them to find confidence in their skills. Alicia holds space for the child to let their curiosity, fascination, and inquisitive nature guide the lessons, creating an engaging, unique, individualized experience for every child. She prioritizes fostering strong and positive relationships with families and her students. Alicia believes all children are curious and eager to learn, and she loves to facilitate learning in ways that support their needs and foster their interests and skills.

Alicia currently teaches at an independent school in the Chelsea neighborhood of Manhattan. She specializes in reading, writing, phonics, and math instruction. Alicia has experience working with students with learning differences and knows how to best benefit those students by structuring individualized education plans. She is passionate about education and finds working with her students and their families to be deeply fulfilling.

TYPE OF SERVICES: Tutoring, homework help
EXPERTISE: Personalized instruction; Multisensory reading, phonics, writing, and math instruction; Early emergent literacy; Executive functioning skills coaching
AGES: Toddlers – 3rd grade

Evanthia K.

Bachelor of Arts in Elementary Education (Pre-K-6), Master of Science Degree in Special Education

Evanthia K.

Bachelor of Arts in Elementary Education (Pre-K-6), Master of Science Degree in Special Education
Evanthia
Evanthia

Evanthia received her Bachelor of Arts in Elementary Education (Pre-K-6) from Brooklyn College and then completed her Master of Science Degree in Special Education at Touro College. She has over 20 years experience working as a tutor and as an early childhood teacher in various settings such as ICT and Dual Language. She has extensive experience working with children with ADD/ADHD, speech and language impairments, and dyslexia.

Evanthia has solid training in the Orton-Gillingham Approach, Wilson Fundations Program, Handwriting Without Tears, SRSD, ReadyGen, Teachers College Reading and Writing Project. She is also trained in Fountas and Pinnell Reading Assessment. Evanthia believes in differentiated instruction and tailors each lesson to meet the needs of each student. She uses multi-sensory lessons to help students with phonemic awareness, letter name/sound ID, decoding/encoding, sight word recognition, fluency, and comprehension.

Evanthia is a patient, and nurturing educator that will help your child grow as a reader, writer and learner.

TYPES OF SERVICES: Orton-Gillingham, decoding/encoding, sight-word recognition, leveled literacy instruction, reading fluency and comprehension, writing, math
EXPERTISE: Orton-Gillingham, reading readiness, decoding/encoding support, improving reading fluency and comprehension, strengthening writing skills
AGES: 3K through elementary school

Lillian O.

MA, NYS Certified in Childhood Education and Students with Disabilities, Grades 1-6

Lillian O.

MA, NYS Certified in Childhood Education and Students with Disabilities, Grades 1-6
Lillian
Lillian

Lillian has been teaching for twelve years teaching both 5th and 6th grade ICT for students with mild to moderate disabilities, in a 2nd-3rd grade self-contained classroom for students with moderate disabilities, and currently math and reading intervention for general education students. She is currently the Special Education Liaison and Lead IEP teacher at a public elementary school in Manhattan. She holds a BA from Tufts University in Peace and Justice Studies and a dual MA from New York University in Child Education and Special Education.

Lillian believes that all students have the capacity to learn, and it is the job of educators to use research-based methods partnered with compassion, understanding, and games. She supports students with reading, writing, and math skills, as well as executive functioning strategies. By getting to know students on a personal level, Lillian is able to connect the material to the individual learner and find the best methods to strengthen areas of need. When tutoring in math, Lillian focuses on building number sense and fluency with number talks and games, while simultaneously strengthening conceptual understanding using math manipulatives and tools. For literacy, Lillian focuses on building strong phonics and phonological awareness through multisensory appraochess to grow students’ decoding and encoding abilities. Self-perception is often a significant piece of learning challenges, so she also focuses on building student self-confidence and advocacy.

Lillian has experience working with students with many different types of learning challenges including: Specific Learning Disabilities, ADHD/ADD, executive functioning needs, ASD, dyscalculia, and other learning issues.

She has proficiency with Fundations, TC Reading and Writing Workshop, Heggerty, SPIRE and other literacy programs. For math, she participated in the Algebra For All NYC initiative and has proficiency with EngageNY and Metamorphosis strategies.

In her free time, Lillian enjoys reading, going to concerts, prestige TV, and gardening. She is originally from Maine and now lives in Northern Brooklyn.

TYPE OF SERVICES: Individual therapy, parent consultations
EXPERTISE: learning difficulties in literacy and/or math; attentional needs, executive functioning, mild ASD
AGES: Grades K-7

Johanna T.

B.S Childhood Education (1-6), M.S Students with Disabilities (1-6)

Johanna T.

B.S Childhood Education (1-6), M.S Students with Disabilities (1-6)
Johanna T
Johanna T

Johanna graduated from CUNY Queens College with a Bachelors Degree in Childhood Education (1-6) and Masters of Science in Special Education (1-6). She is currently in school for School Leadership at SUNY Stony Brook University. Johanna has over 5 years of teaching experience and has taught third-grade general education and is currently teaching in a second-grade ICT classroom (integrated co-teaching). Being in an ICT classroom has provided her with experiences involving students who have intellectual, emotional, and behavioral disabilities. Throughout her teaching experience, she has worked on scaffolding and differentiation to help her students academically succeed.

Johanna believes getting to know your students is the best way to help academically succeed. By knowing this, she is always willing to try and learn and implement new evidence-based strategies. She provides toolkits for each of her students to refer to when they experience a challenge. She has seen the impact of the pandemic of students having difficulties to collaborate and build conversations with one another, which led to her having lessons that provide students with the opportunities to ask questions and build conversations.

Johanna believes every child has the opportunity to learn in the best way for their individual learning style and that building great partnerships with families is important to help students academically.

TYPES OF SERVICES: Individualized reading (decoding, comprehension fluency), Individualized math (fluency, problem solving, number sense). Test Prep for State ELA & Math (Grades 3-5)
EXPERTISE: Intervention for children struggling with decoding, comprehension, and fluency
AGES: Preschool – 4th Grade

Taneeka J.

MS School Leadership and Administration

Taneeka J.

MS School Leadership and Administration
Taneeka
Taneeka

Taneeka graduated from Touro College and received her master’s degree in School Leadership & Administration. Taneeka has been teaching for 23 years for the New York City Department of Education. She has taught grades Kindergarten through 8th grade as a classroom teacher. Taneeka has experience teaching phonics, English Language Arts, and mathematics. She serves as a lead teacher and classroom teacher. Taneeka has received extensive training in phonics and mathematics. As a lead teacher, she utilizes data-driven strategies, implements best practices, and reviews student data in order to improve teacher and student growth and development.

Taneeka is also responsible for fostering teachers to work collaboratively, creating monthly unit plans in phonics, reading, writing, and mathematics. Taneeka ensures that the curriculum is aligned to The Next Generation Standards. Over the course of her teaching career, Taneeka has held a myriad of positions. Taneeka is best served working with struggling students where she uses student engagement to increase student learning and outcomes. Taneeka is most fulfilled seeing students reach their goals.

TYPES OF SERVICES: Multisensory  Reading Instruction, Administration and Interpretation of formal and informal Reading and Math Assessments, Math Instruction and Remediation, Executive Functioning, Study Skills, and Common Core Homework Help.
EXPERTISE: Taneeka has experience working with children who have difficulty decoding (reading words correctly) including those with dyslexia, reading fluently, spelling difficulties, reading comprehension, expository and narrative writing instruction. She also has expertise providing grade level and remedial math instruction, homework help, common core tutoring, building executive functions.
AGES: Kindergarten through 8th Grade.

Jessica T.

Master’s Degree in Elementary Education

Jessica T.

Master’s Degree in Elementary Education
Jessica T.
Jessica T.

Jessica is an elementary school teacher who has three years teaching experience in Ireland where she taught the 4th grade, 1st grade and special education. She has been teaching the 2nd grade for the past two years in a New York City school.

Jessica received a Bachelor of Social Science degree from the University College of Cork, Ireland. She graduated with a Master of Education degree from the University of Limerick, Ireland. She has had the opportunity to educate students with various educational needs from different backgrounds. She focuses on assessing children’s learning styles and needs and strives to find the best approach to boosting their grades and confidence. Jessica utilizes various suitable teaching strategies and resources in order to cater to children’s individual needs. She is extremely passionate about educating children by establishing a positive and safe learning environment. Jessica utilizes technology, visual aids, games, inquiry based activities, manipulatives and graphic organizers in order to ensure children’s understanding. Jessica has four years experience tutoring children individually and in small group settings ranging in ages from 5 years old to 12 years old.  She supports students struggling with mathematics, reading and writing.

Jessica assists children with test preparation and provides them with study skills in order to succeed. Jessica’s instructional expertise includes phonics, phonological awareness, reading comprehension, fluency, decoding and elementary mathematical skills. Jessica is trained in Fundations, Fountas and Pinnell Leveled Literacy Intervention and Jolly Phonics. She has extensive experience working with children with various needs such as anxiety, ADHD, autism, down syndrome, dyslexia, dyscalculia and children for whom English is an additional language.  Jessica is fluent in Gaelic and offers tutoring to children wishing to learn the Irish language.

Jessica is extremely passionate about educating children by establishing a positive and safe learning environment. She understands that all children learn differently and takes the time to work with children at a pace that is beneficial for the children. Jessica loves to volunteer with various children’s groups such as The Ronald McDonald House and Hole in the Wall Gang Camp. Jessica was a youth club leader for 9 years where she built strong relationships with both the children and parents in order to create a fun learning experience for the children.

TYPE OF SERVICES: Tutoring elementary children (Kindergarten to 5th grade) in academic areas such as math and literacy. State exam preparation services.
EXPERTISE:  Autism Spectrum Disorder, Childhood Education, Special Education, dyslexia, English language learners.
AGES:  Elementary school- Kindergarten to 5th grade.

Shamica B.

Master’s degree in special education and Master’s degree in Business Management

Shamica B.

Master’s degree in special education and Master’s degree in Business Management
Shamica
Shamica

Shamica earned her Master’s degree in special education from CUNY Brooklyn College. Over the last five years, Shamica has taught students from all ages in NYC public schools. She is also trained in specialized teaching strategies for students with disabilities. Shamica is currently a second grade special education teacher. Additionally, Shamica obtained her Master’s degree in Business Management from Long Island University. She also serves on her school instructional leadership team which helps her dissect areas of which students struggle.

Shamica always understood the importance of education and has a deep passion for learning. When Shamica realized that some children learned differently, she knew it was her job to lend a helping hand. She grew up in Guyana. This helped her to realize that she needed to be the change she wanted to see. Shamica decided to study special education.

Shamica specializes in using the science of reading to help students with comprehension. She enjoys fostering the love of mathematics by teaching lifelong problem-solving skills. Shamica enjoys using manipulatives, visual aids, and explicit models to guide her pedagogy. Shamica currently works with students with emotional disorders, speech and language disorders, dyslexia, executive functioning disorders, ADHD, oppositional defiant disorder, and students with Autism. To ensure all learners succeed, she adapts and adjusts her instruction to individual learning styles. Shamica enjoys using multimedia platforms and innovative tools to create a context for deeper understanding. She believes every child is unique and deserves a caring, inspiring, and engaging atmosphere to grow emotionally, intellectually, and socially. She believes positive elementary education is essential to creating successful life-long learners.

TYPE OF SERVICES: One on one academic support, Group academic support,
EXPERTISE: Speech-language delays, Autism Spectrum Disorder, Behavioral and Emotional disorders, Attention deficit hyperactivity disorder, Multiple disabilities
AGES: Preschool through Elementary

Jana U.

B.A. in English Literature and Spanish, M.A. in TESOL.

Jana U.

B.A. in English Literature and Spanish, M.A. in TESOL.
Jana U

Jana Ulanoff is an educator who has B.A. in English Literature and Spanish from the University of Massachusetts, Amherst and an M.A. in TESOL at Hunter College where she honed her craft at developing multisensory instructional methods and social-emotional skill-building practices. She prides herself on forming real connections and creating a nurturing space where students can comfortably grow and learn.

Jana has worked in both the public and private educational sectors, offering a unique educational perspective as an ENL [English as a New Language] classroom teacher in NYC’s DOE supporting self-contained classes of 1st-graders, 7th-graders, and 10th-12th graders. Throughout her time as a classroom teacher, she promoted accessibility and acquisition by tailoring the curriculum to promote her ELLs’ [English Language Learners] differing proficiencies.

Tailoring the curriculum and connecting with her students led her to private tutoring for 5+ years and she is absolutely loving it! Jana has experience working with students with varying learning differences such as math, reading, writing, attention, social-emotional, and behavioral skills, dysgraphia, dyscalculia, ADHD, and Executive Functioning Disorder. Currently, she thrives in remediating 4th and 5th graders who have dyscalculia through playful yet strategic multi-sensory exercises via manipulatives, color-coding, base ten blocks, and 100s charts. She is currently doing dyscalculia research to better support and level-up her students’ learning. To ensure students’ confidence and comfortability with the content, she likes to preview material beforehand.

Additionally, Jana has experience working with neurotypical students from ages 4 to 11. Her experience in tutoring varies from preparing preschoolers for their kindergarten interviews which include phonological and phonemic awareness and early math skills e.g. identifying patterns and number recognition. She uses multisensory reading and writing techniques via Orton-Gillingham and Handwriting Without Tears; for her lower and upper elementary students, she uses real-world math examples via manipulatives e.g. math-link cubes to make content more accessible and meaningful. Jana has also taught ELL adult students at Brooklyn College. There she promoted learning through interactive, role-playing activities based on everyday life skills that varied from introducing greetings to writing professional emails.

Jana’s teaching methods are constructed upon positive reinforcement and interactive exercises to promote whole-child education. Jana believes every student has untapped potential waiting to be unlocked. She takes pride in igniting students’ passions through a mix of research-based tools and strategies that work for them, so they can seize their potential. While Jana is an advocate for her students, she also serves as a partner to her families she works with by being transparent and supportive.

Lastly, when Jana is not supporting her students, she loves to engage her mind with reading and puzzles. She loves to explore NYC with her friends, go on long walks which vary from relaxing to rigorous hikes, bake, and play with her two beautiful cats!

TYPE OF SERVICES: i.e. Individualized math instruction (ages 5-12), Kindergarten readiness assessments e.g. phonological and early math assessments, math and literacy private school entry assessments for lower to upper elementary schoolers (ages 5-12), and parent consultations.
EXPERTISE: i.e. Math reading, writing, attention, social-emotional and behavioral skills, dysgraphia, dyscalculia, and Spanish.
AGES: i.e. Pre-K (ages 2.5-4) through upper elementary school (ages 5-12).

Jana U

Jana Ulanoff is an educator who has B.A. in English Literature and Spanish from the University of Massachusetts, Amherst
and an M.A. in TESOL at Hunter College where she honed her craft at developing multisensory instructional methods and social-emotional skill-building practices. She prides herself on forming real connections and creating a nurturing space where students can comfortably grow and learn.

Jana has worked in both the public and private educational sectors, offering a unique educational perspective as an ENL [English as a New Language] classroom teacher in NYC’s DOE supporting self-contained classes of 1st-graders, 7th-graders, and 10th-12th graders. Throughout her time as a classroom teacher, she promoted accessibility and acquisition by tailoring the curriculum to promote her ELLs’ [English Language Learners] differing proficiencies.

Tailoring the curriculum and connecting with her students led her to private tutoring for 5+ years and she is absolutely loving it! Jana has experience working with students with varying learning differences such as math, reading, writing, attention, social-emotional, and behavioral skills, dysgraphia, dyscalculia, ADHD, and Executive Functioning Disorder. Currently, she thrives in remediating 4th and 5th graders who have dyscalculia through playful yet strategic multi-sensory exercises via manipulatives, color-coding, base ten blocks, and 100s charts. She is currently doing dyscalculia research to better support and level-up her students’ learning. To ensure students’ confidence and comfortability with the content, she likes to preview material beforehand.

Additionally, Jana has experience working with neurotypical students from ages 4 to 11. Her experience in tutoring varies from preparing preschoolers      for their kindergarten interviews which include phonological and phonemic awareness and early math skills e.g. identifying patterns and number recognition. She uses multisensory reading and writing techniques via Orton-Gillingham and Handwriting Without Tears; for her lower and upper elementary students, she uses real-world math examples via manipulatives e.g. math-link cubes to make content more accessible and meaningful.
Jana has also taught ELL adult students at Brooklyn College. There she promoted learning through interactive, role-playing activities based on everyday life skills that varied from introducing greetings to writing professional emails.

Jana’s teaching methods are constructed upon positive reinforcement and interactive exercises to promote whole-child education.
Jana believes every student has untapped potential waiting to be unlocked. She takes pride in igniting students’ passions through a mix of research-based tools and strategies that work for them, so they can seize their potential. While Jana is an advocate for her students, she also serves as a partner to her families she works with by being transparent and supportive.

Lastly, when Jana is not supporting her students, she loves to engage her mind with reading and puzzles. She loves to explore NYC with her friends, go on long walks which vary from relaxing to rigorous hikes, bake, and play with her two beautiful cats!

TYPE OF SERVICES: i.e. Individualized math instruction (ages 5-12), Kindergarten readiness assessments e.g. phonological and early math assessments, math and literacy private school entry assessments for lower to upper elementary schoolers (ages 5-12), and parent consultations.
EXPERTISE: i.e. Math reading, writing, attention, social-emotional and behavioral skills, dysgraphia, dyscalculia, and Spanish.
AGES: i.e. Pre-K (ages 2.5-4) through upper elementary school (ages 5-12).

Peter W.

Special Educator And Childhood Literacy Specialist, PRE-K 4th Grade, MS, PhD

Peter W.

Special Educator And Childhood Literacy Specialist, PRE-K 4th Grade, MS, PhD
Peter 1
Peter 1

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.

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.

Patricia S.

M.S, Ph.D. Literacy Specialist

Patricia S.

M.S, Ph.D. Literacy Specialist
Patricia 1
Patricia 1

Patricia S., with an M.S. and Ph.D., is a seasoned Literacy Specialist with over 25 years of experience in delivering specialized literacy instruction to a diverse student population, including individuals with language-based learning disabilities (LBLD). These disabilities often obstruct the processing of language, both written and spoken, which can lead to challenges in auditory processing, communication, and comprehension, as well as difficulties in handwriting legibility.

Patricia is certified in the Orton-Gillingham approach, a structured, evidence-based methodology that emphasizes phonology, sound-symbol association, syllable structure, and morphology. This method is particularly beneficial for students with dyslexia and other reading challenges, as it employs multisensory learning strategies to aid retention and reinforce learning.

Her educational background includes a Master of Science in Special Education with a focus on autism, informing her approach to teaching handwriting and ensuring that tasks are sensitive to individual student abilities and comfort levels. Her instructional style is adaptive, using visual prompts and images to support the development of fine motor skills.

In her literacy sessions, Patricia selects materials that engage students’ interests, aligning with their specific needs and preferences. Her teaching is interactive, incorporating phonics-based instruction and techniques that actively involve students in the learning process. These include read-aloud sessions to model expressive reading and activities that stimulate student participation, such as imitating sounds, pointing to sight words, and using playing cards for turn-taking exercises.

Parents recognize Patricia for her genuine interest in and dedication to her students’ growth. Her approach acknowledges the significant role that literacy plays in self-esteem, motivation to learn, and active engagement in the educational process.

Patricia’s expertise is in customizing educational experiences to respect the cultural backgrounds, strengths, and interests of her students, with a strong emphasis on the Orton-Gillingham instructional method.

LOCATION: In-person or online
TYPES OF SERVICES: Multisensory reading, spelling and writing instruction.
EXPERTISE: Teaching children and adults to read and write who may have limited experience with books, who struggle with language-based learning disabilities, including dyslexia
AGES: Children and Adults

Jessica M.

New York State Licensed Speech-Language Pathologist and a Certified Teacher of Students with Speech and Language Disabilities (TSSLD); SAT Instructor

Jessica M.

New York State Licensed Speech-Language Pathologist and a Certified Teacher of Students with Speech and Language Disabilities (TSSLD); SAT Instructor
Jessica M.
Jessica M.

Jessica is a multilingual speech-language pathologist with a postgraduate degree from Teachers College, Columbia University, and a master’s degree with highest honors in Speech-Language Pathology from CUNY Queens College. She holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA), as well as her New York State License and Teacher of Students with Speech and Language Disabilities (TSSLD) Certification.

As a speech-language pathologist in the NYC DOE public schools, Jessica believes in helping each student find their own path to success. Jessica employs evidence-based strategies to appeal to all learning styles (i.e., visual, verbal, tactile, kinesthetic) ‚ÄĒ and she also believes that everyone learns better when there‚Äôs room for some humor and fun! Jessica collaborates with families to create an individualized treatment plan with goals for each student, and always shares student progress along the way.
Jessica specializes in instructing students in elementary through high school in the area of literacy (i.e., decoding/encoding/phonics, phonological awareness, phonemic awareness, fluency, morphological awareness (prefixes, suffixes), and strategies for reading comprehension, including inferencing, summarizing, and acquiring vocabulary). She is currently trained in the following reading interventions: Phonics for Reading by Anita Archer, Ph.D., REWARDS by Dr. Anita Archer, Equipped for Reading Success by David A. Kilpatrick, Ph.D., and the Heggerty Phonemic Awareness Curriculum.
Jessica’s breadth of professional experience allows her clients with a variety of needs to succeed in achieving their goals. As a speech-language pathologist who has worked with individuals in preschool, elementary school, middle school, high school and life skills programs, Jessica excels at creating and executing individualized treatment plans for students that address the following areas: articulation therapy (speech sounds), pragmatic language/social skills (for individuals on the Autism spectrum), attention abilities (for individuals with ADHD or Executive Function Disorder), skills to address Central Auditory Processing Disorders, and fluency therapy (for individuals who stutter).
Uniquely, Jessica has also been teaching high school students for the SAT exam in reading, writing, and math for over a decade. Because of Jessica’s rare skill set as both a speech-language pathologist and an SAT instructor, Jessica is uniquely qualified to teach executive functioning skills (i.e., planning, organizing, time management, study skills, focusing), so that students can achieve their future educational endeavors.

Fun facts about Jessica: A lifelong Italophile and Francophile, Jessica graduated Summa Cum Laude and Phi Beta Kappa (top 2 percent of her undergraduate university’s class) with degrees in French and Italian Languages and Literatures. When she’s not working, Jessica can be found trying to locate New York’s closest replica of her Nonna’s pizza, while plotting her next transatlantic flight.

TYPES OF SERVICES: Individual therapy, group
EXPERTISE: Phonological awareness/phonemic awareness, reading comprehension, articulation therapy, ADHD, Autism/social skills, SAT (reading, writing, and math)
AGES: kindergarten through twelfth grade

Sophia R.

Master’s degree in Elementary Education, Certificate in Special Education

Sophia R.

Master’s degree in Elementary Education, Certificate in Special Education
Sophia R

Sophia is an enthusiastic, goal-oriented teacher, who is sure to help your child fall in love with learning. Sophia is a New York State certified teacher, with a masters in Elementary education and a certification in Special Education from Relay School of Education. She earned her bachelors of the arts at Wesleyan University, where she studied government. Sophia is currently a first grade teacher for the New York Department of Education. She also taught third grade in an ICT homeroom as well as second grade science at Zeta Charter Schools from 2021-2023. As someone who struggled with engagement as a student, Sophia takes great pride in making learning fun and exciting.

Sophia also believes in a whole-child approach to learning, in which students require confidence, joy, and trust to be academically successful. In this capacity, Sophia is passionate about building trusting relationships with students and parents. With a history in the performing arts, she has a vibrant presence in the classroom and brings this magic to tutoring.

Sophia has experience working with many diverse learners. She has supported English Language learners, students diagnosed with various learning disabilities, and general education students. In her ICT classroom, Sophia is responsible for creating and implementing targeted instruction across academic components to meet the needs of her diverse students.

Sophia uses a multisensory approach to phonics, reading, writing, and math with her students. For reading instruction, she uses decodable texts, sand, sound boxes, foam letters, and magnets to solidify learning. In math, she utilizes a variety of hands-on tools such as base ten blocks, ten frames, foam chips, white boards, and number lines. She believes in the importance of explicit, individualized instruction and making learning ‚Äústicky‚ÄĚ for her students.

Sophia is highly organized, trustworthy, approachable and detail-oriented. Outside of teaching, you will find Sophia at the gym, running on the West Side Highway, petting every dog she sees, and eating her way through the best restaurants in the city. She is an ex-Bostonian who has fallen in love with New York.

TYPES OF SERVICES: Individual and group instruction in reading, writing, phonics, math, and science instruction (levels: K through Sixth grade)
EXPERTISE: Phonics and Reading intervention, Reading Comprehension, Writing, Math Skills/Concepts, Wiley Blevins/Science of Reading-based approach, Fontas and Pinnell, and Guided Reading Leveled Literacy
AGES: K-6th Grade

Sophia R

Sophia is an enthusiastic, goal-oriented teacher, who is sure to help your child fall in love with learning. Sophia is a New York State certified teacher, with a masters in Elementary education and a certification in Special Education from Relay School of Education. She earned her bachelors of the arts at Wesleyan University, where she studied government. Sophia is currently a first grade teacher for the New York Department of Education. She also taught third grade in an ICT homeroom as well as second grade science at Zeta Charter Schools from 2021-2023. As someone who struggled with engagement as a student, Sophia takes great pride in making learning fun and exciting.

Sophia also believes in a whole-child approach to learning, in which students require confidence, joy, and trust to be academically successful. In this capacity, Sophia is passionate about building trusting relationships with students and parents. With a history in the performing arts, she has a vibrant presence in the classroom and brings this magic to tutoring.

Sophia has experience working with many diverse learners. She has supported English Language learners, students diagnosed with various learning disabilities, and general education students. In her ICT classroom, Sophia is responsible for creating and implementing targeted instruction across academic components to meet the needs of her diverse students.

Sophia uses a multisensory approach to phonics, reading, writing, and math with her students. For reading instruction, she uses decodable texts, sand, sound boxes, foam letters, and magnets to solidify learning. In math, she utilizes a variety of hands-on tools such as base ten blocks, ten frames, foam chips, white boards, and number lines. She believes in the importance of explicit, individualized instruction and making learning ‚Äústicky‚ÄĚ for her students.

Sophia is highly organized, trustworthy, approachable and detail-oriented. Outside of teaching, you will find Sophia at the gym, running on the West Side Highway, petting every dog she sees, and eating her way through the best restaurants in the city. She is an ex-Bostonian who has fallen in love with New York.

TYPES OF SERVICES: Individual and group instruction in reading, writing, phonics, math, and science instruction (levels: K through Sixth grade)
EXPERTISE: Phonics and Reading intervention, Reading Comprehension, Writing, Math Skills/Concepts, Wiley Blevins/Science of Reading-based approach, Fontas and Pinnell, and Guided Reading Leveled Literacy
AGES: K-6th Grade

Stephen S.

BA in English and History, MA in Teaching, MA in Liberal Studies

Stephen S.

BA in English and History, MA in Teaching, MA in Liberal Studies
Stephen 1

Stephen is a highly qualified educator with a wealth of experience and a deep commitment to student success. He holds a New York State Social Studies teaching license for grades 1‚Äď12 and a New York City Department of Education Common Branch license for grades 7‚Äď12. His educational journey includes a BA in English and History from Marquette University, an MA in Teaching from Teachers College at Columbia University, and an MA in Liberal Studies from the City University of New York Graduate Center.

Throughout his career, Stephen has played a pivotal role in various educational settings. He has founded charity schools in Tijuana, Mexico, and Mzuzu, Malawi, where he taught elementary school and pre-K, respectively. Since 2003, Stephen has been a dedicated educator at the Brooklyn School for Collaborative Studies (BCS), where he teaches middle and high school reading, social studies, and film electives.

As a founding member of both the BCS and The Brooklyn New School communities, Stephen brings a wealth of knowledge and a special gift for building community. He serves as an advisory teacher for a high school ‚Äúcrew,‚ÄĚ offering mentorship and guidance in social-emotional learning, scholarly development, and college counseling. Stephen has assisted thousands of high school juniors and seniors in preparing for college, applying his expertise from NYSACAC, the state association of college counselors.

Beyond the traditional classroom, Stephen has extensive experience working with students of varying abilities, including those with IEPs, in general education and Collaborative Team Teaching (CTT) classes. He also contributes to the NYC Department of Education’s after-school Home Instruction Corps, providing in-person and virtual learning for students granted home instruction due to physical and/or social-emotional injuries and conditions.

Stephen is well-versed in multiple teaching methodologies, including the Orton-Gillingham method, Wilson literacy method, Fundations, Running Records, and is a specialist in Phonics and Phonetics. He is also a handwriting expert trained in Handwriting Without Tears. His mission is to re-center the core idea of Phonics in reading and writing education, and he conducts workshops for teachers in NYC on how to teach with Phonics and Phonetics.

Recognizing the importance of executive function skills, Stephen employs a multi-sensory approach to address the unique needs of each student. He is particularly skilled in helping students with organizational challenges, utilizing tools such as google classroom and IXL.

As a teacher and tutor, Stephen’s bedrock strategy is rooted in the belief that every student is someone’s child, possessing special gifts worthy of care, kindness, humor, and level-headed expectations. He strives to know his learners well, engaging them through instruction, discussion, and praise. In his free time, Stephen is actively involved in charity work and enjoys exploring Park Slope with his wife, Randi, a librarian.

TYPE OF SERVICES: Phonics; reading acuity; handwriting; math skills; social studies, science enrichment
EXPERTISE: language improvement; math spiral;
AGES: Grades: 1-6, middle school and high school

Stephen 1

Stephen is a highly qualified educator with a wealth of experience and a deep commitment to student success. He holds a New York State Social Studies teaching license for grades 1‚Äď12 and a New York City Department of Education Common Branch license for grades 7‚Äď12. His educational journey includes a BA in English and History from Marquette University, an MA in Teaching from Teachers College at Columbia University, and an MA in Liberal Studies from the City University of New York Graduate Center.

Throughout his career, Stephen has played a pivotal role in various educational settings. He has founded charity schools in Tijuana, Mexico, and Mzuzu, Malawi, where he taught elementary school and pre-K, respectively. Since 2003, Stephen has been a dedicated educator at the Brooklyn School for Collaborative Studies (BCS), where he teaches middle and high school reading, social studies, and film electives.

As a founding member of both the BCS and The Brooklyn New School communities, Stephen brings a wealth of knowledge and a special gift for building community. He serves as an advisory teacher for a high school ‚Äúcrew,‚ÄĚ offering mentorship and guidance in social-emotional learning, scholarly development, and college counseling. Stephen has assisted thousands of high school juniors and seniors in preparing for college, applying his expertise from NYSACAC, the state association of college counselors.

Beyond the traditional classroom, Stephen has extensive experience working with students of varying abilities, including those with IEPs, in general education and Collaborative Team Teaching (CTT) classes. He also contributes to the NYC Department of Education’s after-school Home Instruction Corps, providing in-person and virtual learning for students granted home instruction due to physical and/or social-emotional injuries and conditions.

Stephen is well-versed in multiple teaching methodologies, including the Orton-Gillingham method, Wilson literacy method, Fundations, Running Records, and is a specialist in Phonics and Phonetics. He is also a handwriting expert trained in Handwriting Without Tears. His mission is to re-center the core idea of Phonics in reading and writing education, and he conducts workshops for teachers in NYC on how to teach with Phonics and Phonetics.

Recognizing the importance of executive function skills, Stephen employs a multi-sensory approach to address the unique needs of each student. He is particularly skilled in helping students with organizational challenges, utilizing tools such as google classroom and IXL.

As a teacher and tutor, Stephen’s bedrock strategy is rooted in the belief that every student is someone’s child, possessing special gifts worthy of care, kindness, humor, and level-headed expectations. He strives to know his learners well, engaging them through instruction, discussion, and praise. In his free time, Stephen is actively involved in charity work and enjoys exploring Park Slope with his wife, Randi, a librarian.

TYPE OF SERVICES: Phonics; reading acuity; handwriting; math skills; social studies, science enrichment
EXPERTISE: language improvement; math spiral;
AGES: Grades: 1-6, middle school and high school

Madia L.

B.S. in Psychology,  M.S. in Early Childhood and Elementary Education,  M.A. in Educational Leadership

Madia L.

B.S. in Psychology,  M.S. in Early Childhood and Elementary Education,  M.A. in Educational Leadership
Madia L

Madia, a highly qualified reading interventionist, believes in the transformative power of literacy. Her academic background includes a Bachelor of Science in Psychology, a Masters of Science in Early Childhood and Elementary Education, and a Masters of Arts in Educational Leadership, along with certifications in students with disabilities and School Leadership. Her commitment to educational excellence is underscored by a range of certifications, including students with disabilities (birth to 12th grade) and School Leadership.

Madia‚Äôs specialized training in programs such as SPIRE, Fundations, Orton Gillingham, and Sound Sensible reflects her dedication to the science of reading. This comprehensive skill set equips her to empower struggling readers with the tools necessary for success. As an IEP ‚Äď Reading Intervention Special Education Teacher, Madia has had the privilege of working with students of diverse ages and abilities, guiding them through significant challenges in the realm of reading.

What sets Madia apart as an educator is her unwavering dedication to creating individualized, nurturing, and empowering learning environments. She believes in establishing strong rapport with each student, tailoring instruction to address their unique needs, and adapting teaching methods to ensure continuous progress for every child.

Madia’s organizational skills and attention to detail are evident in her meticulous tracking of student progress. She adjusts interventions as needed to facilitate continuous growth, emphasizing the importance of collaborative relationships with parents and classroom teachers. Madia understands that a holistic approach to a student’s education is essential for success, and her commitment to making a positive impact on the lives of struggling readers is reflected in her comprehensive approach and unwavering dedication to the field of reading intervention.

Type of Service: Reading and Math intervention for individual students.
Expertise: Dyslexic intervention, Orton Gillingham and S.P.I.R.E. certified, reading and math intervention for special education students.
Ages: Pre-K to 6th grade

Madia L

Madia, a highly qualified reading interventionist, believes in the transformative power of literacy. Her academic background includes a Bachelor of Science in Psychology, a Masters of Science in Early Childhood and Elementary Education, and a Masters of Arts in Educational Leadership, along with certifications in students with disabilities and School Leadership. Her commitment to educational excellence is underscored by a range of certifications, including students with disabilities (birth to 12th grade) and School Leadership.

Madia’s specialized training in programs such as SPIRE, Fundations, Orton Gillingham, and Sound Sensible reflects her dedication to the science of reading. This comprehensive skill set equips her to empower struggling readers with the tools necessary for success. As an IEP – Reading Intervention Special Education Teacher, Madia has had the privilege of working with students of diverse ages and abilities, guiding them through significant challenges in the realm of reading.

What sets Madia apart as an educator is her unwavering dedication to creating individualized, nurturing, and empowering learning environments. She believes in establishing strong rapport with each student, tailoring instruction to address their unique needs, and adapting teaching methods to ensure continuous progress for every child.

Madia’s organizational skills and attention to detail are evident in her meticulous tracking of student progress. She adjusts interventions as needed to facilitate continuous growth, emphasizing the importance of collaborative relationships with parents and classroom teachers. Madia understands that a holistic approach to a student’s education is essential for success, and her commitment to making a positive impact on the lives of struggling readers is reflected in her comprehensive approach and unwavering dedication to the field of reading intervention.

Type of Service: Reading and Math intervention for individual students.
Expertise: Dyslexic intervention, Orton Gillingham and S.P.I.R.E.  certified, reading and math intervention for special education students.
Ages: Pre-K to 6th grade

Rachel H.

School Psychologist & Reading Specialist

Rachel H.

School Psychologist & Reading Specialist
Rachel H 1

Rachel is a dedicated School Psychologist within the New York City Department of Education, holding certification in the Wilson Reading System. Committed to fostering academic, social, and emotional growth in children, she earned a B.S. in Marketing from the Rutgers School of Business and a Master’s in Education with an Advanced Certificate in School Psychology from CUNY Brooklyn College.

In her role as a School Psychologist, Rachel has engaged with a diverse student population in both general and special education at the elementary and middle school levels. Her responsibilities include conducting psycho-educational assessments and providing counseling services. Rachel actively cultivates collaborative relationships, involving children, parents, school staff, and external agencies to maximize students’ potential and create a positive and conducive school environment.

As a reading tutor with Brooklyn Letters, Rachel employs the Wilson (Grade 3 and above) and Fundations (Grades K-2) programs to enhance children’s decoding fluency, comprehension, and spelling skills. Her focus is on establishing a nurturing and supportive learning environment that encourages students to persist and challenge themselves. Rachel tailors lessons to each student’s unique learning style, emphasizing their strengths to create a positive and effective learning experience.

Types of Services: Assessment and intervention for children struggling with decoding, reading comprehension, fluency, and spelling; developing and implementing behavior intervention plans
Expertise: Initial reading assessments, individualized reading and spelling intervention, and instruction

Rachel H 1

Rachel is a dedicated School Psychologist within the New York City Department of Education, holding certification in the Wilson Reading System. Committed to fostering academic, social, and emotional growth in children, she earned a B.S. in Marketing from the Rutgers School of Business and a Master’s in Education with an Advanced Certificate in School Psychology from CUNY Brooklyn College.

In her role as a School Psychologist, Rachel has engaged with a diverse student population in both general and special education at the elementary and middle school levels. Her responsibilities include conducting psycho-educational assessments and providing counseling services. Rachel actively cultivates collaborative relationships, involving children, parents, school staff, and external agencies to maximize students’ potential and create a positive and conducive school environment.

As a reading tutor with Brooklyn Letters, Rachel employs the Wilson (Grade 3 and above) and Fundations (Grades K-2) programs to enhance children’s decoding fluency, comprehension, and spelling skills. Her focus is on establishing a nurturing and supportive learning environment that encourages students to persist and challenge themselves. Rachel tailors lessons to each student’s unique learning style, emphasizing their strengths to create a positive and effective learning experience.

Types of Services: Assessment and intervention for children struggling with decoding, reading comprehension, fluency, and spelling; developing and implementing behavior intervention plans
Expertise: Initial reading assessments, individualized reading and spelling intervention, and instruction

Tricia Z.

Master’s degree in English Literature, Master’s in Philosophy and Education

Tricia Z.

Master’s degree in English Literature, Master’s in Philosophy and Education
Tricia Zephyr

Tricia is a seasoned elementary teacher with a decade of valuable experience. Holding a Masters degree in English Literature from Queens College, she is currently pursuing her Masters in Philosophy and Education at Teachers College, Columbia University. Tricia’s teaching journey has spanned various independent schools across New York City, where she has contributed to the academic growth of students ranging from Kindergarten to 3rd grade, catering to diverse needs within families.

From the earliest learners to upper elementary school children, Tricia dedicates herself to supporting literacy instruction through personalized one-on-one sessions, small group activities, and comprehensive whole group lessons. Proficient in literary programs such as Orton Gillingham, Fundations, and Spell-links, she employs a range of methods firmly grounded in the science of reading to impart essential literacy skills. Trained in the Writing Revolution, Tricia excels in guiding students through the intricacies of the writing process, including brainstorming, cohesive idea planning, note-taking, sentence structure, syntax, and grammar.

Tricia’s approach revolves around building positive, growth-oriented, and respectful learning environments. She leverages her students’ passions to establish connections both personally and within the curriculum, ensuring they are actively engaged in their own educational journey. Employing diverse learning modes such as kinetic, tactile, and auditory methods, Tricia tailors her instruction to resonate with each student, making the learning experience more engaging and effective. As a continuous learner herself, she actively seeks out additional resources beyond designated learning times to empower students in fortifying and enhancing their skills.

In her leisure time, Tricia indulges in her love for reading, cooking, and exercising. She also finds joy in listening to podcasts that challenge and expand her thinking, as well as those that bring laughter. As a proud native New Yorker, Tricia embraces the opportunity to explore the city, consistently captivated by the joy and wonder it continues to inspire.

TYPE OF SERVICES: Individual & Group sessions (2-3 children), Individualized reading, writing, and math intervention, Multisensory Reading, teaching elaboration and writing organization
EXPERTISE: Working with students to build phonemic awareness, strengthen decoding and encoding skills, comprehension, fluency, improving understanding of math concepts using manipulatives and real world connections, homework help, Orton Gillingham-based literacy instruction, Wilson
AGES: 4 through 10

Tricia Zephyr

Tricia is a seasoned elementary teacher with a decade of valuable experience. Holding a Masters degree in English Literature from Queens College, she is currently pursuing her Masters in Philosophy and Education at Teachers College, Columbia University. Tricia’s teaching journey has spanned various independent schools across New York City, where she has contributed to the academic growth of students ranging from Kindergarten to 3rd grade, catering to diverse needs within families.

From the earliest learners to upper elementary school children, Tricia dedicates herself to supporting literacy instruction through personalized one-on-one sessions, small group activities, and comprehensive whole group lessons. Proficient in literary programs such as Orton Gillingham, Fundations, and Spell-links, she employs a range of methods firmly grounded in the science of reading to impart essential literacy skills. Trained in the Writing Revolution, Tricia excels in guiding students through the intricacies of the writing process, including brainstorming, cohesive idea planning, note-taking, sentence structure, syntax, and grammar.

Tricia’s approach revolves around building positive, growth-oriented, and respectful learning environments. She leverages her students’ passions to establish connections both personally and within the curriculum, ensuring they are actively engaged in their own educational journey. Employing diverse learning modes such as kinetic, tactile, and auditory methods, Tricia tailors her instruction to resonate with each student, making the learning experience more engaging and effective. As a continuous learner herself, she actively seeks out additional resources beyond designated learning times to empower students in fortifying and enhancing their skills.

In her leisure time, Tricia indulges in her love for reading, cooking, and exercising. She also finds joy in listening to podcasts that challenge and expand her thinking, as well as those that bring laughter. As a proud native New Yorker, Tricia embraces the opportunity to explore the city, consistently captivated by the joy and wonder it continues to inspire.

TYPE OF SERVICES:  Individual & Group sessions (2-3 children), Individualized reading, writing, and math intervention, Multisensory Reading, teaching elaboration and writing organization
EXPERTISE: Working with students to build phonemic awareness, strengthen decoding and encoding skills, comprehension, fluency, improving understanding of math concepts using manipulatives and real world connections, homework help, Orton Gillingham-based literacy instruction, Wilson
AGES:  4 through 10

Michelle S.

M.S. ED., NYS Certified Early Childhood and Special Education (Birth ‚Äď 2nd Grade)

Michelle S.

M.S. ED., NYS Certified Early Childhood and Special Education (Birth ‚Äď 2nd Grade)
Michelle

Michelle’s experience over the past 16 years has included working as a math and reading learning specialist, a headteacher in a two-year-old classroom, co-teaching in a kindergarten and first-grade special education classroom, private SEIT work, as well as, leading social groups, providing a safe environment to strengthen social interaction and communication skills for children.

What truly sets Michelle apart from other learning specialists is her ability to connect to children encountering learning differences.  As a child, Michelle struggled with massive learning disabilities.  She attended the Windward school and was personally taught by Dr. Judith Hochman, creator of the Hochman Method.  Dr. Hochman taught Michelle how to learn, despite being ADD, having dyslexia, auditory processing issues, executive function issues, a weak working memory, and retrieval difficulties amongst a long list of other learning differences.  It is this life experience that motivates and allows her the ability to truly understand the frustration children with learning differences encounter.   As a mother of two young girls, Michelle now has the perspective from every angle of learning and child development to be a truly extraordinary educator.

Michelle’s most significant accomplishment throughout her extensive career is the educational consulting firm she started in 2009.  In this position, she works one on one with parents and students ranging from ages two to nine.  Students work with Michelle for a litany of reasons. She specializes in providing remedies to children who may present with developmental delays, fine motor delays, speech and language delays reading, writing and math learning disabilities, ADD, ADHD, socialization difficulties, as well as those children who may be confronted with executive functioning, academic delays, anxiety, and any behavior challenges.

Michelle focuses on meeting each child’s individual educational and developmental needs with a multisensory approach.  Her sessions are centered on self-directed learning, critical thinking, problem-solving, and socialization. Based on parent, teacher, and therapist recommendations She provides students with their own specialized programs.  Michelle strongly believes that team involvement is the key to academic growth. She consistently collaborates with specialists across all domains, ensuring the entire team is on the same page.  Michelle believes this is an absolute necessity to ensure strategies, language, and coping mechanisms are carried across the board, solidifying newly acquired skill sets.  Michelle feels young children’s confidence plays an imperative role in emotionally allowing children to be open to learning.  Her goal is to give every child the opportunity to excel with confidence and self-assurance, in order to reach their optimum potential.

Michelle earned a Master of Science in Teaching, Early Childhood Special Education (Dual Certification), (May 2009) From Toro College, and holds a Bachelor of Arts in communications, from Baruch College (May 2005.)  She is New York State Certification, Early Childhood Education, (September 2009) and New York State Certification, Students with Disabilities (September 2009) Michelle is formally trained in the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy.  She also has a passion for teaching math and has training in the Stern Arrhythmic program which incorporates both kinesthetic/tactile strategies to reach all learners. Michelle is trained in the Handwriting without Tears, Sounds in Motion Program, and is a member of ATIS (Association of Teachers in Independent Schools.)

Michelle

Michelle’s experience over the past 16 years has included working as a math and reading learning specialist, a headteacher in a two-year-old classroom, co-teaching in a kindergarten and first-grade special education classroom, private SEIT work, as well as, leading social groups, providing a safe environment to strengthen social interaction and communication skills for children.

What truly sets Michelle apart from other learning specialists is her ability to connect to children encountering learning differences.  As a child, Michelle struggled with massive learning disabilities.  She attended the Windward school and was personally taught by Dr. Judith Hochman, creator of the Hochman Method.  Dr. Hochman taught Michelle how to learn, despite being ADD, having dyslexia, auditory processing issues, executive function issues, a weak working memory, and retrieval difficulties amongst a long list of other learning differences.  It is this life experience that motivates and allows her the ability to truly understand the frustration children with learning differences encounter.   As a mother of two young girls, Michelle now has the perspective from every angle of learning and child development to be a truly extraordinary educator.

Michelle’s most significant accomplishment throughout her extensive career is the educational consulting firm she started in 2009.  In this position, she works one on one with parents and students ranging from ages two to nine.  Students work with Michelle for a litany of reasons. She specializes in providing remedies to children who may present with developmental delays, fine motor delays, speech and language delays reading, writing and math learning disabilities, ADD, ADHD, socialization difficulties, as well as those children who may be confronted with executive functioning, academic delays, anxiety, and any behavior challenges.

Michelle focuses on meeting each child’s individual educational and developmental needs with a multisensory approach.  Her sessions are centered on self-directed learning, critical thinking, problem-solving, and socialization. Based on parent, teacher, and therapist recommendations She provides students with their own specialized programs.  Michelle strongly believes that team involvement is the key to academic growth. She consistently collaborates with specialists across all domains, ensuring the entire team is on the same page.  Michelle believes this is an absolute necessity to ensure strategies, language, and coping mechanisms are carried across the board, solidifying newly acquired skill sets.  Michelle feels young children’s confidence plays an imperative role in emotionally allowing children to be open to learning.  Her goal is to give every child the opportunity to excel with confidence and self-assurance, in order to reach their optimum potential.

Michelle earned a Master of Science in Teaching, Early Childhood Special Education (Dual Certification), (May 2009) From Toro College, and holds a Bachelor of Arts in communications, from Baruch College (May 2005.)  She is New York State Certification, Early Childhood Education, (September 2009) and New York State Certification, Students with Disabilities (September 2009) Michelle is formally trained in the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy.  She also has a passion for teaching math and has training in the Stern Arrhythmic program which incorporates both kinesthetic/tactile strategies to reach all learners. Michelle is trained in the Handwriting without Tears, Sounds in Motion Program, and is a member of ATIS (Association of Teachers in Independent Schools.)

FREE CONSULTATION!!!
Call: (347) 394-3485, Text: (917) 426-8880
Email: [email protected]
(we respond to email right away!)

Queens Letters is owned and operated by

Brooklyn Letters