Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn LettersBrooklyn Letters

1139 Prospect Avenue, Brooklyn

4.9 46 reviews

  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Heather Liljengren ★★★★★ a month ago
    We cannot say enough good things about Effie, the ASL teacher, who was so engaged and effective with our 2 year old daughter from the very first session! Effie gladly included our whole family in the sessions! Her expertise and fantastic … More personality gave our daughter a way to communicate that she was so desperately seeking. The coordinators at Brooklyn Letters were so helpful and communicative…I would highly recommend their services!
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Andrea Saffady ★★★★★ 5 months ago
    My sessions with Karen have been extremely helpful. My speech has improved tremendously. In fact, I just finished 2 hours of conducting interviews with a consulting client via MS Teams and I have an upcoming conference call. Both my … More neurologist and neurosurgeon remarked about how good my speech is. Much of the day it is perfect, although I still have some rough spots when I get tired or speak too quickly. One of my granddaughters is a speech pathology student at Ithaca College. She sat in on 2 sessions while she was home for winter break, and she was very impressed with Karen.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Melissa Stevens ★★★★★ 6 months ago
    Highly recommend Jill. She is a total pleasure to work with. After a few months working with Jill, my son is reading above grade level and LOVES to read. Mission accomplished!
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Christine Weiher ★★★★★ 8 months ago
    We were amazed with Allison! She met my son at 2 1/2 years old, not speaking much at all, and over a computer, and she was able to develop a bond and friendship, so much so that he would look forward to his weekly computer time with Allison. … More I was not sure how the speech therapy would go- but we are so happy that we tried it out and continued. It allowed my son to gain confidence in his speech, make a new friend :), and also give him the skills and a bit of understanding of how to shape his mouth or where to place his tongue to make the proper sounds. We were extremely happy with Allison- she was fantastic to work with.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Demet Evren ★★★★★ 10 months ago
    Paige was great and we had been really happy with her. I would highly recommend her! I recommend Brooklyn Letters to whomever asks for a speech therapist.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Jeizel Rosenthal ★★★★★ 6 months ago
    Isabel was WONDERFUL and our son absolutely adored her, and he is making great progress with his reading and writing.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Lesley Duval ★★★★★ a year ago
    Theo was fantastic with our 4yo son. We were very worried that his progress would fall off when we had to switch to remote sessions, but Theo kept our son happy and engaged through the screen. Highly highly recommend!
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Samantha Packard ★★★★★ a year ago
    We've been working with Theo from Brooklyn Letters for close to 4 months now and the results are apparent; our daughter has vastly improved her speech in a relatively short amount of time. We make "Theo Day" a celebration … More in our house with pancakes for breakfast, and the enthusiasm is matched in the sessions. Theo is fun, patient, professional, and caring, and he gives us the tools to take the lessons beyond the session. Thank you Theo, and Brooklyn Letters, for helping our daughter express herself.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Travis Ricca ★★★★★ a year ago
    I worked with Alina to enhance my pronunciation, tone, and pacing while communicating socially and in a work environment. She was great to work with and clear about goals and learning objectives. The improvement from day 1 has been tremendous! … More
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Enrico Bermudez ★★★★★ a year ago
    Cathy has been excellent with us and our son. We will sorely miss her. He has improved significantly with Cathy’s help. Cathy was a true partner with us, especially as we pursued additional help through our son’s school system.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Kayne Elisabeth Wilk ★★★★★ 2 years ago
    We really loved working with Alina, she is so fantastic. Patient yet firm, and determined the best course of action very clearly and succintly for us. And it all transitioned so well to Zoom as well. I will definitely be back in touch for … More services for our other child after summer break!
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Jen S ★★★★★ 2 years ago
    Vera was amazing! My 11 yo daughter made progress so quickly and really looked forward to her sessions. She was kept motivated and engaged.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters susie tofte ★★★★★ a year ago
    The work that Allison P. did with our daughter over the years has been invaluable to us. Our daughter had such a good relationship with Allison, and it allowed them to work really well together - even remotely these past 6 months. This … More year, Allison went above and beyond by helping us throughout the neuropsych eval we did, trying to re-open our daughter's IEP at her school, and eventually landing her at our chosen school. She was in contact with our daughter's teachers, with the neuropsychologist, and made herself available as a reference to speak on behalf of our daughter's learning differences.
    Allison stopped by our house last week to give our daughter cupcakes and say goodbye, and I literally cried with appreciation for what an amazing speech therapist she has been. She has been our daughter's biggest champion. The new families that she will work with this year are lucky to have her.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Alicia Perez-Katz ★★★★★ 2 years ago
    Sydney was great! Our son was sad to end his sessions with her, which says a lot. We appreciated her honest assessment of his skill level, and he now has materials to self monitor and practice. Thank you!
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Jacob B ★★★★★ 3 years ago
    We were delighted with Christie. First, and most importantly, our son made great strides under her guidance. So great, that we felt he no longer needed help! She was incredibly patient and kind with him and our son really responded to … More her. Christie was also great with me and my wife. She provided thorough and informative updates on our son's progress and which exercises she was using with him, so we could reinforce what she was teaching him. All in all, we had a fabulous experience with Christie and would highly recommend her.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Kristin Ames ★★★★★ 3 years ago
    Our experience with Theo was terrific. Theo was great with my son. He developed a positive relationship with him based on sincerity, respect, trust and a deep personal connection. In their lessons, Theo was encouraging, creative and kind. … More He helped our son understand how to differentiate the sounds he made when he spoke, and gave him great exercises to practice every week between lessons. Our son was sorry to have the lessons come to an end, but recognized that Theo had helped him as much as possible and it was time for him to stop. Theo explained to him (and us) how to keep working to get the last 5%, and encouraged him to keep working on the exercises on his own. I have recommended Theo to another parent who noticed my son's improvement and inquired for her own son.
    We are all grateful to have gotten to know Theo, and we greatly appreciate all the work he did to help our son.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Aisha Holder ★★★★★ 3 years ago
    "I have nothing but wonderful things to say about Michelle Macroy-Higgins. We are extremely pleased with her work with our daughter. I was so grateful for my daughter to have a speech therapist who is a researcher (specialty in late … More talkers), graduate professor and practitioner. Her expertise was clearly evident in our conversations and work with our daughter. She was very responsive to my questions and often sent articles and other materials about language development that I found helpful. Thankfully, my daughter's speech improved tremendously. Michelle developed such a warm relationship with my daughter. My daughter was always excited to see Michelle and would greet her at the door with a big hug. Lastly, I would add that Michelle always demonstrated empathy with me as a mother who was initially worried about her daughter's language development. I could go on and on about how pleased we were with Michelle's work."
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Andrea Peartree ★★★★★ 2 years ago
    Theo is a wonderful Clinton Hill speech therapist. We were really pleased with him. Our son showed drastic improvement, not only in his speech but in his confidence.
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters mario costa ★★★★★ 3 years ago
    Alexa has been an enthusiastic, reliable, well prepared and caring teacher for our 6 year old daughter. She has been able to improve and increase our daughter's confidence lesson by lesson with patience and competence; through varied … More and productive didactic practice. Alexa has engaged our daughter in several activities that always kept her motivated and eager to learn literacy. My wife and I, both of us are educators, feel so fortunate to have had the opportunity to observe Alexa's pedagogical skills. Alexa has had a big impact on our daughter literacy growth. Thank you Brooklyn Letters!
  • Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters Lily Alt ★★★★★ 3 years ago
    We were absolutely DELIGHTED with Marsha's services. She was wonderful. We found her to be kind, fun, engaging, very knowledgeable. She provided us with clear instructions and additional written handouts each week. She engaged our … More son with different techniques and toys, and showed us how to use her techniques when we were interacting with him. I actually just texted her on Saturday - Our son finally said "more" - one of the target words we had been working on with her. It was a total joy to hear, and I had to share it with her - she wrote back immediately to congratulate us. I am so appreciative of her expertise, and wish we could have seen her for longer. I recommended her to another family in our neighborhood who is looking for a speech therapist.

Connecticut Wilson Reading and Orton-Gillingham Tutoring

Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters

Connecticut Wilson Reading and Orton-Gillingham Tutoring

Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters

We travel to Fairfield County (Greenwich, Stamford, Darien, New Canaan, Norwalk, Westport, Wilton, Westin etc.).

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Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters

An Overview of Multisensory Reading Programs

Have you felt like your child needs a tutor and might benefit from a Connecticut Wilson Reading and Orton-Gillingham tutor to help them become more engaged with their reading? The Orton-Gillingham method and Wilson Reading Tutoring help with multisensory literacy learning.

Having children that are struggling readers can be stressful for parents who want nothing but success for their kids; thankfully, there are many resources available when it comes to helping children get over this literacy hurdle. One of these is the Trace Copy Recall, which teaches students how to spell by using both sight words and phonetic principles combined into groups depending on pronunciation patterns.

Our Connecticut Wilson Reading and Orton-Gillingham tutoring teach students in a multimodal manner that includes phonemic awareness, sound-symbol relationships, the seven-syllable types, word origins, prefixes and suffixes, grammar, and syntax, and vocabulary.

Who is the Wilson Reading System For?

The Wilson Reading program is a system of reading instruction that helps students with language-based learning disabilities or for students who are struggling to learn how to read. The founder, Barbara Wilson, had training in the Orton-Gillingham approach after starting her career as a special education teacher. She later founded an organization focused on children of all ages who have dyslexia, and Wilson was born. She began teaching word structure systematically to help these struggling readers learn how to read incrementally. Students need to understand each step before moving forward until it’s mastered completely – this program has been proven successful by many people worldwide!

An important point in the Wilson Reading program is the emphasis on ensuring every child learns at their own pace by taking things step-by-step. This strategy leaves little room for confusion down the line as long as you strictly follow all requirements outlined in detail by Dr. James Simeon Wilson’s original design!

Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters

How Does The Wilson Reading System Work?

Wilson Reading System (WRS) is a reading instruction program that uses the fundamentals of teaching and learning to ensure that children can read. Before starting with WRS, students undergo an assessment where Wilson’s trained teachers evaluate their skill level, strengths, and weaknesses. These assessments create lessons based on guidelines outlined in WSR for each student. Depending on the age range, they will be tailored specifically to what skills need improvement or reinforcement and how much time is needed per lesson.

WRS tutors/instructors are experts in teaching grammar and syntax, punctuation skills, and sentence structure. They also focus on ten essential skill areas that all children should know how to handle like a champ: letter-sound recognition, comprehension of texts, and stories read aloud or independently by the student.

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What is the Orton-Gillingham Tutoring Approach?

The grandfather of multisensory reading programs is Orton-Gillingham. This program pioneered the multisensory approach to teaching kids how to read and write by using all their senses. The thirty-minute lesson includes a three-part drill, new concepts introduced in every session, decoding exercises that help them learn sight words. At the same time, tutors play games with red letters (Orton’s term for sight words) and pose comprehension questions at the end so students can demonstrate what they learned from each chapter before moving onto the next.

Orton-Gilingham is a personalized program that can be modified to meet the needs of each student. The ability of Orton- Gillingham to adapt in this way makes it highly successful and fits well with students who need lots of flexibility or specific accommodations as they learn.

Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters

How Does the Orton-Gillingham Philosophy Work?

Orton-Gillingham is a systematic teaching approach that focuses on the needs of youngsters and struggling readers. As a result, a reading expert or Orton-Gillingham instructor can construct and adjust lessons to a student’s present skill level. In addition, small-group education can benefit from the Slingerland Approach, which is often employed in group settings. Finally, while Orton-Gillingham focuses primarily on teaching literacy skills (reading, spelling, and writing), its multimodal nature and sequential teaching have allowed it to be modified to help children who struggle with mathematics. (Learn more about multisensory math and how math tutoring can assist you here!)

For students who struggle with reading, spelling, writing, or any combination of the three, our Orton-Gillingham-trained instructors use a very successful instructional technique. Focus on the particular needs of children and apply the Orton-Gillingham technique to improve literacy skills.

What Are Reading Comprehension Skill Strategies?

The five pillars of literacy or reading are phonemic awareness, phonics, reading fluency, vocabulary or language development, and understanding. The ultimate purpose of reading is comprehension. Reading comprehension is the ability to examine literature, comprehend and interpret its meaning, and apply past knowledge, to put it simply.

To gain comprehension, a student must first master phonological awareness, reading fluency, and linguistic understanding and comprehend the relationship between sounds and letters and have a vast vocabulary. In addition, reading comprehension necessitates the ability to infer and link, learn character motivations, and solve problems, all of which require cognitive processes.

What Are Phonological Awareness Activities in Reading?

Beginning with phonological awareness, students learn to recognize the sounds of words as they progress through the reading process. Words are commonly broken down into sounds and syllables, represented by graphemes (the smallest meaning unit during a writing system).

A child with appropriate phonological awareness can listen to vocal sounds and understand how they translate into print, where the sound and grapheme are the same. In addition, studying phonics and sight words (print patterns that do not follow the rules and must be memorized) increases a toddler’s literacy motivation.

Encoding is the process of constructing and writing words using individual sounds (spelling), whereas decoding transforms printed words into sounds or reading.

We must first develop phonological awareness, or understand that words are made up of tiny sounds called phonemes before reading and writing. This phonological awareness allows us to break down words into more minor sounds and, conversely, to build entire worlds from more minor sounds. We begin learning to read by identifying each letter with its corresponding sound.

Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters

Craig Selinger, Owner

Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters
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What Is Reading Fluency, and Why Is It Important?

Reading fluency, described as the ability to read with speed, precision, and appropriate expression, is one of the five pillars of reading. Reading comprehension is strongly influenced by reading fluency. Children must be capable of reading quickly, whether aloud or silently, to comprehend what they read. Fluent readers read in phrases and use suitable tones when reading aloud, without pausing to decode terms or search up definitions.

Fluency is essential for comprehending and motivating young children. Fluent reading frees up brain resources, helping kids to understand what they’re reading better. According to studies, students need frequent opportunities for meaningful practice at their instructional reading level to acquire optimal reading fluency. Silent reading will not assist you in reaching your goal. Frequent oral reading chances and regular progress monitoring by a teacher, tutor, family member, or even a peer are essential to assist the youngster in achieving more fluency.

It’s also critical to choose the correct book or reading material while trying to improve fluency. When you put too much effort into decoding particular words, you’ll have difficulty reading fluently. As a result, there may not be enough time to absorb a chapter or a text as a whole fully. As a result, selecting materials suited for the student’s independent reading level is crucial. This means choosing books or works with vocabulary that the reader is familiar with and can understand.

Once appropriate reading elements are chosen, a reading teacher or tutor will:

  • Provide and boost opportunities for students to read a wide range of stories or texts.
  • Introduce new words before allowing the student to read them independently, occasionally monitoring reading rate and accuracy.
  • Practice fluent reading in front of your child from time to time while modeling it as well.
  • Encourage rereading texts on one’s own by demonstrating how this is done correctly (ease in voice tone) so that students understand just how much intonation affects comprehension from written text.

Is Orton-Gillingham Tutor the Same As Wilson Reading Program?

Both techniques, according to many parents, are effective for their children! They have more parallels than differences because they are both phonics-based, multisensory curricula. Wilson is different because it is more structured, making it suitable for pupils who benefit from structure. Orton-Gillingham is more adjustable, modifying and implementing depending on the student, tutoring goals, and other variables.

Important Points to Remember

  • The Wilson reading program and Orton-Gillingham are multisensory reading programs proven to teach literacy.
  • Orton-Gillingham tutoring offers a structured approach that allows for adaptation based on student needs.
  • Wilson is a systematic approach where students start at the beginning, which ensures mastery as they progress.

For further reading, check out our Connecticut Wilson Reading & Orton-Gillingham Tutoring services.

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Connecticut Wilson Reading and Orton-Gillingham Tutoring, Brooklyn Letters


Master’s in Special Education, New York State certifications in Childhood Education and Students with Disabilities Grades 1-6

Derycka has a master’s in Special Education from Grand Canyon University and pursing a PHD in Organizational Leadership with an emphasis in Special Education. She has New York State certifications in Childhood Education and Students with Disabilities Grades 1-6. Derycka has been teaching and tutoring for nine years in many different instructional capacities including a first-grade self-contained classroom, a kindergarten to 2nd grade integrated co-teaching classroom (ICT), and general education classrooms. Currently, Derycka is a 2nd grade ICT teacher in a New York City Charter School in the Bronx.

Derycka has taught students using a multitude of literacy and mathematics programs including Teacher’s College Reading and Writing Project, Bridges Mathematics, Ready Gen, Go Math, and the Engage NY ELA and Math modules. She has extensive literacy experience using Orton-Gillingham, Read Works, Wilson and Fundations for supplemental ELA intervention. Additionally, she has experience with integrated instructional technology programs such as Lexia, Dream Box, Epic, and I-Ready into his daily small group and individualized classroom instruction.

Derycka has a strong understanding of how to support children with special needs through her work with parents and other special education teachers. Her experience includes advising parents on appropriate services for their children, leading workshops for general education and special education teachers focused on differentiating instruction in the classroom, and presenting workshops for parents on reading comprehension and literacy strategies which provided a plethora of strategies to support their children at home.

Derycka is also a literacy curriculum specialist where she designs, organizes, and develops specialized instructional materials for 2nd grade scholars. Her administrative work enhances scholars’ ELA critical and inferential thinking skills. Derycka is committed and will continue to support students and their academic growth.

Location: Fairfield County, Bethel, Newton, White Plains, Westchester areas

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Phone: (347) -394-3485

Text: (917) 426-8880


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