Reading and Writing Tutors
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We also travel to the Bronx, Riverdale, Yonkers, Westchester, New Jersey (NJ), and Connecticut (CT).
Reading and Writing Tutors Manhattan, NYC. Our Manhattan, NYC Reading and Writing Tutors work on decoding, encoding (spelling), reading comprehension, and writing skills.
- Orton Gillingham Approach
- Writing Intervention
- Comprehension- Listening & Reading Intervention
- Decoding and Encoding
- Spelling Intervention
Meet our Manhattan, NYC Reading and Writing Tutors:
NYS Certified Educator with Master’s in Special Education/Childhood Education & Certification in Orton-Gillingham
Megan graduated from Boston College with a Bachelor of Arts Degree in Elementary Education and Human Development/Applied Psychology, with a minor in Special Education, and with a Division I Athletic Scholarship to play softball for four years. She then received her Master’s Degree in Special Education & Childhood Education, and a NYS Teaching Certification from Fordham University. Megan received Certification in the Orton-Gillingham method to teach reading to students with reading difficulties.
Throughout Megan’s seven years of lead teaching experience, she has taught in various educational settings across Manhattan, meeting wonderfully diverse students. For three years, Megan taught in a general education setting and is experienced in the Common Core curricula while working with General Education students, English Language Learners, and students with disabilities, teaching core subjects (e.g., reading, writing, math, social studies, science) to second through fifth graders. For the last four years, Megan has been a Special Education Head Teacher at a private special education school. She is responsible for creating and implementing individualized instruction across academic domains to meet the specific needs of students with a variety of learning and physical disabilities, and learning differences including students diagnosed with autism, dyslexia, speech and language impairments, social pragmatic language disorder, ADD/ADHD, learning disorder in reading/math, dysgraphia, developmental coordination disorder, mood disorders, and students with hearing impairments. Due to the pandemic, Megan gained experience teaching remotely, as well as teaching on-ground students simultaneously with remote learners each day.
Megan believes and gratefully witnesses how all students have the potential to grow and succeed both in and out of the classroom. She understands the importance of getting to know a student as a whole, while building off a student’s strengths, honoring their developing skills or challenges, and including their interests within instruction. Megan believes using this understanding to develop an individualized program for a student, while providing a warm, comfortable and fun environment is essential in supporting a student’s academic success. Megan focuses on positive encouragement as a tool to help students develop confidence and build or continue their love for learning.
LOCATIONS: Staten Island, Manhattan; In-Person & Online
TYPES OF SERVICES: Individualized reading and writing instruction/remediation (grades pre-K through 6th), and math instruction (grades pre-K through 3rd)
EXPERTISE: Reading, writing and math instruction/intervention; Learning differences and disabilities; Orton-Gillingham approach
AGES: Pre-K through 6th Grade
M.S. ED., NYS Certified Childhood General And Special Education (Grades 1-6)
Dan is a dual certified special education teacher with over 17 years experience. He currently works as a SETSS Teacher at a public school in New York City. Dan believes relationship building is the cornerstone of a successful teaching practice and strives to quickly engage his students by exuding expertise and passion within his practice. In his 17 years as an educator, Dan has worked as a resource teacher, inclusive special education teacher, as well as a self contained special education teacher. Dan has experience working with a wide variety of students including those with specific reading, writing and math learning disabilities, speech and language delays, ADD, ADHD, as well as issues with Executive Functioning. Through his experience as an educator, he has been able to find his own innovative, progressive approach, which allows him to tailor units, lessons and concepts to the individual learning needs and interests of his students.
Dan has worked with a multitude of students implementing multisensory reading instruction and specializes his instruction to students who have difficulties with decoding or dyslexia. He has experience in implementing the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy, Novel Studies, Core-Knowledge and the Teachers College Readers Workshop. Dan also has a passion for teaching math and uses kinesthetic/tactile strategies to reach all learners. He has used Go-Math, NY Engage, Everyday Math from the University of Chicago and TERC Investigations. When teaching writing Dan uses a variety of approaches to engage his students which includes the Hochman Method and Word Study/Vocabulary Instruction using Words Their Way.
Dan earned a Master’s Degree in Regular Education and Special Education from Touro college and holds a bachelor degree from High Point University in North Carolina. He holds professional teaching certificates for both regular and special education (grades 1-6).
LOCATION: Manhattan: All of Manhattan
TYPE OF SERVICES: Multisensory Reading Instruction, Administration and Interpretation of formal and informal Reading and Math Assessments, Math Instruction and Remediation, Executive Functioning, Study Skills, Common Core Homework Help
EXPERTISE: Working with children who have difficulty decoding (reading words correctly) including those with dyslexia, reading fluently, spelling difficulties, showing reading comprehension, expository and narrative writing instruction, grade level and remedial math instruction, homework help, common core tutoring, building executive functions.
AGES: Kindergarten through 8th Grade
New York State Certified Literacy Instructor, M.S.ed, Wilson Trained
Amy holds a NY Literacy certification as well as Orton Gillingham IMSE certification and CERI (Center For Effective Reading Instruction) certification. She is experienced with students needing support in all levels of reading and learning delays. Amy has extensive experience supporting pre-literacy skills as well. She often works with families seeking kindergarten readiness and confidence in both reading and mathematics.
Amy’s training includes Handwriting Without Tears, Wilson, Wilson Fundations, Sounds Sensible and Everyday Math.
She has a warm, intuitive nature and specializes in individualizing her plan of action for each student. She has experience teaching within private schools as a Learning Specialist and a Reading Teacher and has tutored students up to 4th grade.
LOCATION: Manhattan, including Harlem
Types of Services: Orton Gillingham individualized lessons, reading comprehension, formal and informal reading assessments, phonological awareness, decoding strategies, fluency and reading comprehension, spelling, pre-literacy, and kindergarten readiness.
EXPERTISE: Developing individualized remediation for struggling readers
AGES: Pre-school through middle school
ANN MARIE O.
New York and New Jersey State Certified Reading Teacher K-12, M.S.ed, Orton-Gillingham Trained
Ann Marie is a New York and New Jersey State Certified Reading teacher for grades K-12. She earned her M.S.ed as a Reading Teacher from CUNY Lehman College and her B.A. in English from Hunter College. She has over 20 years experience teaching reading in public schools, private schools, mental health clinics, as well as to incarcerated youths. She has worked extensively with students on the autism spectrum as well as students with extreme cognitive and emotional challenges. She is experienced and trained in many Orton-Gillingham based reading programs and methodologies and is passionate about helping students learn to the best of their abilities. Ann Marie believes that all children can learn to their fullest potential and that having a deep understanding of a child’s learning profile is essential to helping them to reach their goals.
Ann Marie is experienced with many reading programs and curriculums within the public and charter school systems. With her knowledge of and experience teaching reading, she can quickly target gaps and struggles and help students overcome their challenges with reading. As a mother of two children herself in grade school and middle school, she wants what every parent wants for their kids happiness and success in school !
LOCATION: Bronx, Manhattan, Westchester
TYPES OF SERVICES: Formal and informal reading assessments, Cognitive Abilities Testing
EXPERTISE: Working with students with extreme challenges, using assessments to target weaknesses, creating individualized programs for students based on learning profiles, Data driven instruction, multi-sensory approaches
M.S.Ed. in Literacy Education, Teacher
Rachel is a New York State licensed teacher, with a dual certification in early childhood and childhood education. She earned her Masters of Education in Literacy at SUNY Oneonta and holds a Bachelor of Science from SUNY Cortland.
Rachel is a tenured teacher and has been teaching for the Department of Education for five years. Rachel currently teaches in an ICT first-grade classroom and has previously taught kindergarten as well. She has worked with diverse groups of students, working to meet the needs of English language learners, students diagnosed with learning disabilities, and general education students. Rachel is responsible for creating and implementing individualized instruction across academic domains to meet the specific needs of students with a variety of learning and physical disabilities.
She uses multisensory-based teaching methods to teach phonics, reading, writing, and math to her first graders. Rachel believes in an explicit approach to teaching students to read using tools such as decodable texts, play-doh, sound boxes, and magnet chips. This means that students first learn to decode words by moving counters or playdoh for the sounds they hear. Once they are able to break down sounds, they can then read an unknown word. Through this work, she has helped students with dyslexia, ADHD, speech and language delays, Autism Spectrum Disorder, and other reading disabilities learn to read. In math, this approach includes using manipulatives such as cubes, counters, and playdoh to make learning hands-on. Students are able to see the math problem “come to life.” She has experience working with students one on one both at home and remotely, working with students to build their skills and also confidence in themselves.
Rachel believes that all students are able to learn and it is up to the teacher to modify the curriculum to meet the needs of the student. Just as important as academic content, is the child’s social-emotional needs. Rachel works to develop a relationship with each of her students, ensuring they feel comfortable learning with her and proud of their successes.
LOCATION: Manhattan, In-person and online
TYPES OF SERVICES: Individual and group instruction in reading, writing, phonics, math instruction (levels: pre-k through second grade)
EXPERTISE: phonics and reading intervention, Wiley Blevins/ Science of Reading-based approach
AGES: pre-k through elementary school
M.S.T. Early Childhood and Childhood Education, NY and NJ State Certification in Teaching Students with Disabilities (Grades 1-6), Orton Gillingham Certified Teacher
Tara N. is a New York and New Jersey state-certified teacher in Childhood Education (1-6) and Special Education. Tara attended Fordham University, where she obtained her M.S.T. in Early Childhood and Childhood Education. In addition, she is fully certified in Teaching Students with Disabilities from grades 1-6 in New York and New Jersey. Tara recently earned her Orton Gillingham Teacher Certification (multi-sensory approach for struggling readers/writers) from Fairleigh Dickinson University.
Tara began her teaching career in a charter school for students with Autism. After that, she worked in the New York City Department of Education as an ICT kindergarten, ICT first grade, and self-contained special education teacher. She also spent time working at another charter school as a learning specialist for fourth-grade students with learning disabilities.
She has experience working with children with reading challenges, such as dyslexia, processing delays, comprehension challenges, and speech and language impairments. For the past two years, Tara has been working with students from fourth grade through tenth grade. She currently works as a reading teacher at a private school that specializes in teaching students with learning disabilities.
Tara differentiates for each of her students using multi-sensory lessons that help students struggling with decoding/encoding, and reading comprehension. She focuses her reading pedagogy on teaching background knowledge, vocabulary, phonemic awareness, fluency, letter/sound identification, blending sounds, reading comprehension skills, and writing.
Her lessons are based on Orton Gillingham Multi-Sensory Teaching methods as well as concepts that she learned over the years from Teachers College Reading and Writing Project, Fountas and Pinnell, Common Core, Leveled Literacy Instruction, and Wilson Fundations curriculums.
Tara is kind, dedicated, approachable, and focused on building rapport with students. She treats each child with care and as an individual, while also having fun. She is certain that she will help your child grow in any area of need.
LOCATIONS: Manhattan: Upper West Side, Midtown, Tribeca
New Jersey: North and Central New Jersey
TYPES OF SERVICES: Individualized Orton Gillingham lessons in decoding (reading) and encoding (spelling), guided reading, fluency, reading comprehension, writing
Expertise: Working with students who need a direct, multisensory approach to decoding, encoding, and improving comprehension skills
Ages: first through seventh grade
Jenna is a certified educator with over ten years of experience working with students in Grades 1-6. She holds a Master’s Degree in Elementary Education and a Bachelors’s Degree in Psychology. She also has her Students with Disabilities certification in New York. Jenna has training and experience working with students with Autism, behavior management, and teaching students with learning differences. Her experience helps her understand the best ways to address students’ specific needs.
Jenna has experience in Manhattan providing one-to-one instruction and small group instruction, as well as SEIT work in various schools. She has worked with children with a diverse range of diagnoses including Autism Spectrum Disorder, ADD/ADHD, speech/language delays, and other learning differences. She focuses on creating a personalized and supportive relationship with each student while targeting their specific needs and goals. She identifies what motivates each child and uses reinforcers and breaks throughout her sessions to maintain engagement and focus.
Jenna is skilled in providing literacy support, as well as helping with math concepts and problem-solving. She uses a variety of approaches and modifications based on the student’s learning styles to help them tackle these commonly challenging content areas. Jenna provides multi-sensory math support through the use of tactile methods including using manipulatives and visual aids to represent numerical values. This helps support math skills such as counting, one-to-one correspondence, addition, subtraction, multiplication, and division. Jenna also uses various multisensory and interactive techniques to help improve literacy skills such as reading fluency, reading comprehension, sight word recognition, decoding, and spelling. To teach sight words and spelling, Jenna uses a “read it, build it, write it” technique, as well as air writing, word recognition games, and focus on segmenting and blending to help the students connect in various ways to what the words they are learning. To support reading comprehension skills, Jenna encourages the student to create pictures in their head or visualizations as they read, use context clues, and locate keywords to help them understand the text. Jenna evaluates each student to see what strategies would work best and ways to modify the learning to best support the child.
Executive functioning skills can be difficult for many students and can impact their academic success, as well as their ability to build strong social relationships. Jenna helps students strengthen these skills by focusing on organizational skills, planning, time management, self-control, flexibility, attention, and working memory. Some techniques used to improve these areas are creating schedules to set expectations, teaching and practicing routines, using timers, playing games and songs to improve memory and recall, and using reinforcers and breaks to help improve impulse control and self-regulation. For improvement with working memory deficits, students are shown how to use notes, lists, and other visuals to help them retain and store learned information and use it in other areas. To help build social skills, Jenna uses social stories to demonstrate different conversation starters and appropriate topics when in a social setting. Modeling, role-playing, and videos are also used to help students gain confidence to improve their social relationships.
LOCATION: (In-person and remote) Manhattan: Upper East Side, Midtown, Chelsea, Gramercy, Greenwich Village.
TYPE OF SERVICES: Individualized literacy instruction, math problem-solving skills, homework help, executive functioning skills, and building social skills.
EXPERTISE: Working one-to-one with students with learning differences in all content areas.
AGES: Grades 1-6
BA in Psychology and a minor in American Sign Language and Music
Ruby is an educator and tutor who graduated from the University of Rochester with a BA in Psychology and a minor in American Sign Language and Music. She has worked with students with disabilities for ten years in a variety of settings. Currently, she is a Focus Teacher at Winston Preparatory School for students who have learning disabilities. She works one to one with students in grades 4-12 in a skill-based program individualized for each student. She has experience supporting students with receptive and expressive language disabilities, nonverbal learning disabilities, executive functioning issues, dyslexia, dysgraphia, autism spectrum disorder, down syndrome, ADHD, processing disorders and anxiety disorders.
For reading intervention, she is trained in the Orton Gillingham Classroom Educator curriculum as well as Wilson Fundations and Fountas and Pinnell. Ruby’s individualized and creative approach accounts for her student’s interests in order to tailor her teaching. She uses multi-sensory lessons that help students struggling with decoding/encoding, and reading comprehension. She focuses her teaching on phonemic awareness, fluency, letter/sound identification, blending sounds, reading comprehension skills, and writing. Her strategies include using hands-on materials, movement, and music to create a warm and fun learning environment.
Additionally, Ruby works with students to develop their executive functioning and social pragmatic skills. She uses Zones of Regulation and Social Thinking curriculum to increase her students’ self-awareness. Her training in Mindfulness Based-Stress Reduction help support her students with academic anxiety and behavioral struggles. To practice perspective-taking and flexible thinking, she includes real-life scenarios for her students to act out and discuss.
Her overall goal for her students is for them to develop independence and confidence as a learner. She meets students where they are at using her humor, compassion and joyous spirit.
LOCATION: Chelsea, Gramercy, West Village, Midtown, Flatiron, East Village, Murray Hill, Greenwich Village, Williamsburg and Greenpoint
TYPES OF SERVICES: Individualized instruction in reading, decoding/encoding, reading comprehension, reading fluency, writing, organization and study skill strategies, and social pragmatic skill building, homework support
EXPERTISE: Students with disabilities, emergent readers, decoding/encoding, reading comprehension, homework support and social skills
Bachelor of Arts degree in Sociology, MSEd in Childhood Education
Jayne graduated from Boston University with a Bachelor of Arts degree in Sociology. She then completed her MSEd in Childhood Education at the College of Staten Island. Jayne is a tenured teacher with 18 years of teaching experience. She has taught in various educational settings with students of different abilities and needs for pre-kindergarten -6th grades. Currently, Jayne is teaching fourth grade in an ICT classroom in Carroll Gardens, Brooklyn. She has extensive experience teaching literacy and with ELA and math test preparation.
She has a strong understanding of the needs of learners with ADHD (executive functioning), dyslexia, and autism. Jayne has incorporated Ed-tech and adaptive learning tools to meet the needs of her learners. Her expertise is with grades 1-3. Jayne is trained in Columbia University Teachers College’s reading and writing curriculum. This program relies on modeling and inquiry to help students improve their reading and writing skills.
She uses multisensory-based teaching modalities to teach phonics, phonological awareness, reading, writing, and math. Her students practice decoding by tapping out the sounds they hear, followed by air writing, and finally writing the words in sand or shaving cream. Essentially guiding students as they hear, identify, and manipulate phonemes. Teaching fundamental decoding will improve word reading, text comprehension, and spelling. Jayne is also trained in the Fountas and Pinnell reading assessment program that helps students work on specific strategies to improve their ability to answer direct and inferential questions in fiction and nonfiction texts. Jayne incorporates the Savvas, ¨Words Their Way¨ curriculum for phonics instruction. Each lesson provides strategies to model a word, sort and practice it, apply it while assessing learning. This program reflects students´ spelling behavior as they move from one level of word knowledge to the next. This type of differentiated instruction maximizes students’ learning opportunities. Jayne also focuses on developing students´ handwriting skills by utilizing the four main aspects of handwriting instruction (pencil grasp, formation, legibility, and pacing.) A focus on handwriting results in positive outcomes for overall literacy development.
Masters in Elementary Education
Liza is a motivated, goal-oriented elementary education teacher (grades 1-6). She is currently working in a first grade classroom in a NYC Department of Education public school in Gramercy. She is from Minneapolis, Minnesota and has 8 years of teaching experience in grades K-5. In Summer 2019 Liza spent 6 weeks teaching English overseas to 4th-6th grade students. Liza received a Masters in Elementary Education from the University of Minnesota and a bachelor’s degree in Business and Communication from Indiana University. Liza is trained in Wilson Fundations, Guided Reading Leveled Literacy, Fountas and Pinnell, Teachers College Reading and Writing, and EngageNY Math (Eureka Math).
Throughout her career, Liza has worked with students with diverse needs including students with low English proficiency, dyslexia, anxiety disorders, speech/language impairments, autism spectrum-based behaviors and disabilities, ADD, ADHD, emotional/behavior disorders, as well as low cognitive disabilities. She specializes in working with students who need intervention in phonemic awareness, letter/sound identification, decoding/encoding, fluency, reading comprehension, writing, and math skills/concepts. Liza is a creative thinker who encourages student voice and integrates student interest into learning. Liza values meeting academic goals, while also focusing on social-emotional learning. She is trained in mindfulness and supports students in combating academic anxieties. She uses multi-sensory instruction with various kinesthetic/tactile strategies to reach all learners. She feels passionate about teaching students to advocate for themselves and be intrinsically motivated to learn. Liza prides herself on being organized, compassionate, and dedicated. She has a knack for building strong interpersonal relationships with both her students and their families. Outside of teaching Liza loves to explore new restaurants, go for runs, and pet all the dogs she sees.
LOCATION: Upper East Side, Upper West Side, Midtown, Gramercy, Flatiron, East Village, Murray Hill, Greenwich Village, and Noho.
TYPES OF SERVICES: Individualized instruction in reading, decoding/encoding, reading comprehension, reading fluency, writing, and math.
EXPERTISE: Early and emergent readers, reading intervention including phonological awareness, phonics, decoding, encoding, word-solving strategies, fluency, vocabulary, reading comprehension, writing, and math skills/concepts.
AGES: K-5th Grade
M.A. in Literacy Instruction, M.A. in Educational Leadership
Samantha is an elementary special education teacher in the Department of Education in NYC. She has been teaching fourth grade for the past three years and previously taught 6th grade for four years. Samantha received her Bachelor’s Degree in Science at the University of Delaware, a Master’s in Literacy Instruction at Touro College, and a Masters in Educational Leadership. She is currently in the process of applying for doctorate programs.
Samantha is extremely knowledgeable in literacy and math instruction for grades K-6th. As a model teacher, Samantha continuously works to grow as an educator, attending relevant professional development courses. Additionally, Samantha works alongside the math and literacy coaches in her building to build a curriculum that is culturally relevant and supportive of student needs.
Samantha has extensive experience teaching students with learning disabilities, students with ADHD, and students on the Autism spectrum. She excels in teaching students organizational habits to support their attention and focus. For example, Samantha has been working in the NYC ASD Nest program for students with Autism for the past 7 years and has been working as a Positive Behavior Support Coach for the past three years. Samantha is also an adjunct professor at Hunter College and teaches graduate courses for educators learning to work and support students on the spectrum.
Samantha is extremely passionate, loving, and intelligent. She enjoys making learning as fun as possible and making students laugh and find pride in their education.
LOCATION: Manhattan: Upper East Side
TYPE OF SERVICES: Supporting learners with reading, writing, math, and executive functioning.
EXPERTISE: supporting students with disabilities in reading, writing, and math. Can support students with best study habits and organization.
AGES: Grades K-8th
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