Learner goals will be determined on an individual basis. They will include mastering the phonic, orthographic, morphological, and etymological content corresponding to the learner's place on the WRS scope and sequence, as well as other goals ascertained through diagnostic teaching. As learners advance, they typically choose books that we read together and independently. If desired, instructional time can be devoted to working on academic reading and writing projects, as well. 

I am a dedicated and creative literacy specialist with 20+ years experience working with students of all ages. I hold permanent certification from New York State in Reading (grades K-12). I am also a certified Wilson Reading System dyslexia practitioner. I have extensive experience with Orton-Gow methods for literacy re/mediation; the foundation for that work was the introductory training I received through the Gow Teacher Training Institute. I taught Orton-Gow (Reconstructive Language) at the Gow School and the Gow School Summer Program for six years. Across the decade I spent as a teacher educator and university reading center director, I helped to prepare several hundred reading teachers and literacy specialists in NY and PA. 

I completed my undergraduate degree at The Catholic University of America School of Music. My doctoral and master’s degrees were earned at the University at Buffalo School of Education, under the advisement of Dr. Michael W. Kibby, a nationally known literacy diagnostician and scholar.  My research into vocabulary acquisition and development has been presented at several national and international conferences, including Literacy Research Association, International Reading Association, and International Dyslexia Association.

提供的家庭作業
Homework will be determined on an individual basis. Typically, I provide word lists and sentences for decoding, fluency, and dictated spelling practice, and short passages for oral reading fluency practice. I ask students, with the support of family members, to devote about an hour each week to skills and strategy practice. I also encourage daily independent or shared reading of self-selected text.
1 - 2 每週課外時間
提供的評估
Each WRS lesson plan consists of ten subsections/parts that involved decoding, encoding, fluency, vocabulary building, and comprehension. Decoding progress is measured in part 4, encoding in parts 7 and 8, fluency in part 9, and comprehension in part 10. Once a learner has reached the end of every book/level of the 12-book/level WRS program, a posttest is administered to ensure mastery before moving on to more advanced material.
提供的成績

I use the pedagogical resources published by the Wilson Reading System, 4th edition (Wilson Language Corporation 2018-2021) as the source for the words, sentences, and fluency passages used during instruction, along with WRS methods adapted for virtual teaching.