Now is the time to contact us, if you are interested in summer speech language therapy & reading remediation services. Once summer arrives, we will plan our fall schedules.
If your child is currently receiving school speech language therapy services, we will connect with your school therapist and carry over his or her speech and language goals this summer.
If you are interested in literacy help, summer is a great time for your child to continue to develop and nurture their reading and writing skills. Particularly for children with literacy delays, don’t let your child’s literacy gap widen. Our language specialists work with a reading intervention teacher, local learning specialists, and a psychologist trained in evaluating reading and writing disorders. Our reading interventionist, Jo-Ann Kalb, is trained in Orton-Gillingham (PAF), Wilson Reading, Sounds in Motion (a phonemic awareness program that gets kids moving and learning consonant and vowel sounds) and Great Leaps.
Jo-Ann Kalb is a certified NY State and NYC Teacher and Reading Tutor. After a 30 year career teaching grades 1, 2 & 5 in Park Slope, including 10 years as a school librarian, she became a Reading Intervention teacher in 2003. She uses a combination of programs and strategies gleaned from her long professional career to work with students who struggle with reading, phonemic awareness or dyslexia. Jo-Ann is currently a Reading Intervention teacher at PS 10 in Park Slope and she provides group work as well as one on one tutoring.
Jo-Ann travels to your home!
Hours: Mon, Wed-Fri 3:30-7PM
Sat & Sun 10 AM-3 PM
Location: Park Slope, Windsor Terrace, Prospect Heights, Bay Ridge, Ditmas Park, Cobble Hill, Boerum Hill, Brooklyn Heights, Fort Greene
Types of Services: Initial reading evaluation, reading intervention using research based reading programs.
Expertise: working with children (5-10 years old) who have problems with phonemic awareness and decoding, and/or dyslexia.
She will run a summer group in August for struggling readers (kindergarten-third grade).
Contact Jo-Ann for more information at email@example.com or 347.470.4406
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Students with ADHD are capable of great success in middle and high school. They tend to be creative, energetic, and daring. There are, however, some common obstacles that they have to overcome, and here are five tried-and-true strategies that students with ADHD can use to leverage their strengths in school:
*Structure long-term work.
It’s particularly important for middle and high school students with ADHD to have an airtight system for keeping track of long-term assignments. They need to use an organizational system—such as a paper planner or a computer calendar—to write down all nightly assignments.
In addition, they need to break down multistep projects into smaller, more manageable tasks. Students may require the assistance of a parent, teacher, or tutor to scaffold these skills until these tasks become second nature.
*Use bursts of energy to get homework done.
Children with ADHD need to understand the contours of their own energy levels and make use of the times they feel energized to complete the majority of their homework. Some students need to get their work done in school or right after school—before their medication wears off.
Students may also need to do serious work after exercising. A 20-minute walk or jog provides a burst of concentration that can help students to get work done.
*Understand small steps that can help.
Students with ADHD often make small mistakes that bring down their grades, even if they truly understand the larger concepts. They need to understand the small steps that can lead to much better grades. For example, students with ADHD often make careless mistakes in math such as forgetting negative and positive signs. Realizing that their mistakes are often small and correctable in nature can help students take a few simple steps to drastically improve their grades. Students often simply need to remind themselves to slow down and check their work to catch these types of small errors.
*Take tests strategically.
Students with ADHD can find themselves unable to show what they know on tests because they don’t work though a plan for test-taking. They may get hung up on one particular question or fail to budget their time appropriately. They need to take a minute to look over entire tests and decide how to allocate their time before beginning to work. During the test, they may need reminders from their teachers about how much time remains, and they may require gentle prompts to keep moving.
*Position yourself well.
Students need to think about where they can best concentrate in the classroom. Usually, they should position themselves near the teacher and the board and away from distracting classmates. They should also keep themselves busy in class by taking notes so that they feel less tempted to stray from the material.
Dr. Blythe Grossberg has worked as a learning specialist in New York City for the past thirteen years. Formerly the Upper School learning specialist at the Collegiate School, she has worked with students in grades 5-12 and college students at top-flight private schools and at magnet and other public schools. Her clients include students with study-skills deficits and learning disorders such as ADD, Asperger’s Syndrome, and dyslexia. She also helps students prepare for standardized tests, including the ISEE/SSAT, SHSAT, PSAT, and SAT, and she works with high-school juniors and seniors to prepare their college essays and applications. She is also the co-founder of a new tutoring companycalled Themba Tutors- www.ThembaTutors.com. She can be contacted at firstname.lastname@example.org
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