閱讀障礙輔導（每週報名 2-3 次會議）

In these 30-minute tutoring sessions, students will develop strong foundational literacy skills. T

Students should commit to at least 2 and ideally 3 sessions a week to see results. With less than two sessions, students will not receive enough repetitions to move the material into long-term memory, and they may become frustrated when they cannot recall information. 

Our first 1-2 sessions will include informal, brief assessments so I can get to know each child as a learner. Then, a learning plan will be created. You will notice that our initial lessons will include some review of previously mastered content to build confidence, paired with systemic introduction of new material. The goal is to introduce new material at a pace that will encourage, not frustrate the student. 

Here is an outline of a typical lesson. Please keep in mind that certain activities may be prioritized or de-prioritized based on individual student need.
-Sound work (phonemic awareness work): Teachers will lead students through fast-paced oral activities that will strengthen their awareness of the distinct sounds within words and sentences. Students love using hand gestures to reinforce what they hear! 
-Decoding Phonics Review: Review of previously introduced material with your child's personalized flashcard deck. Students are shown letters and/or letter combinations and recite the sound. Science shows that they need at least 25 repetitions before storing letter/sound combinations in long term-memory, so review of the deck multiple times a week is important. 
-Encoding Phonics Review: Students will write or type all the ways they know how to write the sounds that they hear! Again, each sound will be reviewed at least 25 times. 
-New Material: Students will learn a new spelling rule or phoneme. For this component, they should have access to a tactile surface such as sand, sandpaper, rice, corn, or a carpet square. I can help you choose a surface to use!
-Sight Words: If appropriate for their development and if time allows, students will learn to spell, trace, and arm tap a new sight word. Students who are still struggling to recognize letters will have sight words de-prioritized until they build confidence with letters.
-If appropriate, students will write or type words or sentences to build writing fluency.