Over 40 million Americans have dyslexia...

… and yet traditional educational methods don’t take students with dyslexia into account.

 
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Is your child getting left behind in school?

Then you might already know the vicious cycle of traditional curricula and dyslexia—students see their peers learning easily, and think, “Is something wrong with me?” They stop speaking up in class, then struggle with homework at home… Frustrated, they start giving up. Their grades start to drop. And it gets worse year after year after year.

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 Parents are saying about Heidi’s tutoring…

Testimonials
"So helpful for my son"

“Heidi had such a gentle approach which was so helpful for my son that deals with anxiety in new situations. She praised his strengths and areas of growth and encouraged him in his weak areas. I appreciated her thoroughness and preparedness to make lessons directly addressing my son's needs and assigning clearly laid out homework assignments relating to their sessions. I would highly recommend working with Miss Heidi!“

— Jen

"Wonderful to work with"

“It was wonderful to work with Heidi. She has a great mix of educational experience, personal experience, and a heart for homeschooling. Her compassion and input were helpful to be able to think outside the box and find the options that worked for my child. The recommendations and resources that she suggested were very helpful. After talking with Heidi, helping my struggling learner was less overwhelming.”

— Donna

"A very pleasant and compassionate educator"

“Heidi is a very pleasant and compassionate educator who wants the best for your child and the homeschooling parent. She listens intently and comes up with helps that will make your homeschooling experience a joy rather than a burden. Her knowledge with struggling learners allows her to direct you in a much more understanding and compassionate way. Thank you Heidi for sharing your compassion on struggling learners and having me understand more on how to help my child who I love dearly.”

— Bonnie

"Made it very fun and engaging."

“We were so blessed to have Heidi work with our daughter for 6 months while we waited for her to get into a learning center for dyslexia. Heidi was very professional, patient, and kind to a 9-year-old who wanted to be anywhere else but sitting in a ‘classroom.’ She made it very fun and engaging.”

— Jenny

 
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FINALLY FINDING SUCCESS

Intervention with a multi-sensory structured program like Orton Gillingham is designed so that students succeed from the very beginning. Each lesson builds on the previous lesson and provides many opportunities for students to succeed. It teaches students ways to approach new or challenging words and gives them confidence and a can-do attitude. With this approach, students make steady gains in their reading and writing skills leading to better educational outcomes.

 

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What is Orton Gillingham?

 
 
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THE ORTON GILLINGHAM APPROACH EXPLICITLY TEACHES THE CONNECTION BETWEEN SOUNDS AND LETTERS.

This is done in one step at a time building as the student masters each piece using multiple pathways (sight, sound, touch). Students are taught the whys and hows of reading and spelling rules so that they can approach new words with critical thinking and confidence. Each lesson is highly individualized based on student’s strengths and weaknesses as well as their level of mastery of each concept.

 Dyslexia knows no age.

Reach out about your student, whether they are five or thirteen years old. We can set up a plan that’s right for where they are right now.

 
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More About the Orton Gillingham Approach

Systematic and Sequential- Directly teaching each concept in order through a process where students are led to discover for themselves each of the sounds, spelling rules, or meanings of word parts. No matter your student’s age we start and the beginning and make sure they have a solid foundation. We move as quickly through the concepts as possible, but as slowly as is necessary for your student to demonstrate mastery.

Mult-Sensory- We use touch, sight, and sound to help your student’s brain make the necessary connections between sounds and letters as well as word parts and their meanings.

Success-Oriented- Students learn new concepts and then practice those new concepts with continuous feedback. They then continue to review them as many times as necessary until mastery is demonstrated. Because students are not asked to read words with concepts that have not yet been introduced to them, they are successful in their lessons. This leads to increased confidence, which in turn leads to greater success.

Cumulative- The scope and sequence of the Orton Gillingham approach begins with the basics of letter-sound correspondence and the phonological awareness necessary to identify and manipulate speech sounds. Concepts build from simple to complex. As sessions progress, students learn letter combinations and the sounds they represent as well as prefixes and suffixes. Later in the process, students learn how to determine the meaning of more complicated words with Latin and Greek roots.

Diagnostic and Prescriptive- The student’s verbal and nonverbal responses are monitored and analyzed to give immediate feedback and inform lesson planning. Lessons are based on student progress and problems.