NOTE:  This tutoring REQUIRES a 3 day per week commitment in order to ensure student progress.  Please register for Tuesdays, Wednesdays, AND Thursdays at the same hour and select ONGOING.  This will reserve your learners' spot for ongoing tutoring.  This content is also offered as a 6 WEEK COURSE.

Once learners uncover the rules for dividing words into their sound/meaning-parts or chunks, learning to read big words becomes a fun challenge that they enjoy and will take the time to do!  Kind of like solving a puzzle! 

Using a combination of research-based literacy programs and teacher created materials with a systematic, brain empowering scope and sequence (SIPPS Challenge Level / The Science of Reading / Orton Gillingham), learners will acquire the strategies and skills that create proficient readers no matter how long the word is!  Learning to read the parts of words in this way helps to speed the process of decoding and leads to great accuracy and fluency.

This approach is systematic and teacher-directed, with daily routines for modeling, practice, and correction for various kinds of errors.  Sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. 

The core program includes a variety of interactive instructional routines, activities and games.  All activities require verbal responses or active on-screen remote sharing to ensure active engagement and allow me to adapt as I assess progress.  Each session will follow a similar sequence and routines in order to build confidence and systematically teach multi-syllabic word reading, morphology, and advanced phonics skills.

Learners will be introduced to: 
- the 6 syllable types in the English language
- 40+ affixes/morphemes that change pronunciation and word meaning
- advanced phonics including the 'schwa'
- syllable division rules for VCCV words, CLe words, VCV words, VCCCV words, VV words, VCe words, and Bossy R words

? NOT SURE IF YOUR CHILD IS READY FOR THIS CONTENT ?
Prerequisites:
1.  They should be reading at the end of second grade level (minimum).

2.  They should have the phonics skills to read words like the following without help:

bright     reaching    pointed    trains     boots     floated     strayed      north     smart     clowns

3.  They should be able to read some or all words such as these, or even more difficult words:
fabulous    difficult    relative    unhappiness     transportation     communicate    station   atmosphere

4.  They should be able to sit and focus for 30 minutes.