New Jersey Wilson Reading and Orton-Gillingham Tutoring

New Jersey Wilson Reading System and Orton-Gillingham Tutoring – Has your child been advised to seek help from a New Jersey Wilson reading and Orton-Gillingham tutor? A child having difficulty reading can be stressful, and you need a professional to help! Wilson Reading and Orton-Gillingham are some of the best approaches to helping students struggling with their literacy skills.

Our New Jersey Wilson reading and Orton-Gillingham tutors use multisensory ways to teach phonemic awareness, sound-symbol relationships, the seven-syllable kinds, word origins, prefixes and suffixes, grammar, and syntax, and vocabulary.

The Trace, Copy, and Recall method is an example of a multimodal approach to spelling. Students classify regular and irregular words as well as learn spelling rules such as the Rabbit Rule and the Dropping Rule. Practice reading is also suggested as part of spelling tutoring because reading age-appropriate text helps develop sight word mental formation.

The Wilson Reading System adopted the Orton-Gillingham reading philosophy. Barbara Wilson began her career as a special education teacher and was trained in the Orton-Gillingham approach. She opened a learning facility for dyslexic children of all ages after completing her Orton training. Wilson was created for kids with language-based learning impairments. The Wilson method teaches word structure systematically and progressively. Before proceeding on to the next phase, students must master the previous one.

The key to this approach is that each learner starts from learning word patterns in isolation and gradually expanding to more complex sounds and sound combinations. The Wilson program is a prescribed reading strategy by following a systematic way to teach and learn literacy.

Students are assessed before the start of the program. Before establishing a lesson plan based on WRS criteria, a Wilson reading tutor will determine the child’s ability level, strengths, and shortcomings.

WRS is a straightforward reading training method that begins with the most fundamental skills. This includes matching sounds to letters, identifying distinct syllables, and reading and spelling using syllables. In WRS, it’s also critical to ensure that reading resources are age-appropriate and aligned with the student’s interests.

The system is also noted for its one-of-a-kind “sound-tapping” technique, which involves tapping out each syllable with their fingers and thumb.

WRS tutors/instructors address ten skill areas in every class, such as letter-sound recognition, comprehension, and spelling.

Orton-Gillingham is the grandfather of multisensory reading programs. This program was the first to use a multimodal approach to reading. The Orton method consists of lessons that are taught systematically. A 3 parts drill, introducing a new concept, decoding and learning center activities, red words (Orton’s name for sight words), and comprehension are all included in the session.

The great thing about Orton-Gillingham is that it is a highly adjustable program tailored to a student’s age, motivators, and other unique requirements. Orton-Gillingham tutors tailor learning plants to the needs of each reader. This method is ideal for students who require a significant deal of programming flexibility to match their needs.

Orton-Gillingham is a step-by-step teaching method that focuses on the specific requirements of children and complex readers. As a result, an Orton-Gillingham instructor or reading expert can create and tailor lessons to a student’s current skill level. The Slingerland Approach, commonly utilized in group teaching sessions, can also be used during small group education. While Orton-Gillingham focuses primarily on teaching literacy skills (reading, spelling, and writing), it has also been adapted to help kids who struggle with mathematics due to its multimodal nature and sequential teaching. (Learn more about our multisensory math and how we can help you with math tutoring!)

Our Orton-Gillingham-trained tutors use a very effective educational technique for students who struggle with reading, spelling, writing, or any combination of the three. To increase literacy skills, focus on the unique requirements of kids and use an Orton-Gillingham method.

We can improve our reading skills through a series of complex and interwoven procedures. Phonemic awareness, phonics, reading fluency, vocabulary or language development, and comprehension are the five pillars of literacy or reading. Comprehension is the ultimate goal of reading. It is described as the ability to analyze text, understand and interpret its meaning, and apply prior knowledge.

Before a learner can achieve comprehension, they must first master phonological awareness, reading fluency, and linguistic understanding, comprehend the relationship between sounds and letters and have a large vocabulary. In addition, reading comprehension requires making inferences and connections, grasping character motivations, and solving issues, all of which require cognitive processes.

Beginning with phonological awareness, developing reading abilities includes recognizing the sounds of words. Words are usually separated into sounds and syllables, represented as graphemes (the smallest meaning unit during a writing system).

A child with adequate phonological awareness can pay attention to vocal sounds and grasp how these sounds convert into print, where the sound and grapheme have a one-to-one match. In addition, a toddler’s literacy motivation grows as they study phonics and sight words (print patterns that don’t follow the courses and must be memorized).

Decoding is converting printed words into sounds, or reading, while encoding is constructing and writing words using individual sounds.

To read and write, we must first develop phonological awareness, or the capacity to recognize that words are built up of more minor sounds called phonemes. This phonological awareness enables us to break words down into more minor sounds and, conversely, to construct total words from more minor sounds. When learning to read, we begin by associating each letter with its appropriate sound.

One of the five pillars of reading fluency is described as the capacity to read with speed, precision, and good expression. Reading fluency has a significant impact on reading comprehension. Whether reading aloud or silently, children must be able to read smoothly to comprehend what they read. Fluent readers read in phrases and utilize proper tone without pausing to decode words or look up definitions when reading aloud.

Fluency is essential for comprehension and for keeping young students motivated. Fluent reading frees up brain resources, allowing children to better their understanding of what they’re reading. According to research, to develop an optimal level of reading fluency, students require frequent opportunities for meaningful practice at their instructional reading level. Silent reading will not help you achieve your aim. To improve reading fluency, frequent oral reading opportunities are required and regular progress monitoring by a teacher, tutor, family member, or even a peer.

When aiming to enhance fluency, it’s also crucial to choose the correct text or reading material. Spending too much effort decoding individual words leads to slower reading fluency rates. This can result in insufficient time to comprehend a passage or a text as a whole. As a result, it’s critical to select appropriate materials for the student’s independent reading level. This entails selecting books or writings that contain vocabulary that the reader is familiar with and can easily comprehend.

Following the selection of appropriate reading materials, a reading teacher or tutor will work with the student:

• Allow students to read and reread various stories or texts, and encourage them to do so.
• Before enabling the pupil to read on their own, introduce and practice reading new or challenging words.
• Monitor the student’s oral reading from time to time, noting the reading rate and accuracy.
• Encourage pupils to revisit the book on their own by modeling fluent reading. This shows pupils that a reader’s voice or intonation makes a difference in obtaining meaning from written text and displaying how fluent reading should be.

Many parents feel that both systems work effectively for their children! Because they are both phonics-based, multisensory curricula, they share more similarities than differences. Wilson differs in that it is more regimented, making it a good option for students who benefit from having much structure. Orton-Gillingham is more adaptable, changing and applying it based on the student, tutoring goals, and other factors.

Key Takeaways

• Wilson Reading System and Orton-Gillingham tutoring are multisensory reading programs proven to teach literacy to struggling readers.
• Orton-Gillingham tutor offers a structured approach that allows for adaptation based on student needs.
• Wilson is a systematic approach where students start at the beginning to ensure mastery.

For further reading, check out our New Jersey (NJ) Wilson Reading and Orton-Gillingham tutoring services!

Dana is a special education teacher specializing in working with students who have special needs, specifically students who have developmental and academic delays, as well as behavioral challenges. She is knowledgeable in social emotional development, ensuring children are given the appropriate tools to better cope with conflicts and problem solve more effectively.

Dana graduated from West Virginia University with a BS in Early Childhood Development and Family Studies, with an endorsement in Special Needs. Dana received her Master’s Degree in Early Childhood Education Curriculum and Instruction from William Paterson University in Wayne, New Jersey. She holds two certifications in the state of New Jersey: Teacher of Students with Disabilities and Teacher of Preschool through Grade 3.

Dana has been a teacher for 10 years in a public school setting at an elementary school in Teaneck, NJ. Her first year of teaching she taught Kindergarten, Language and Learning Disabilities (LLD), and after that Pre-K 4 special education. Dana understands the importance of individualized instruction to best meet the needs of all students. She also understands the benefits of a home to school connection to ensure children have a continuous learning experience outside of the classroom. Dana’s goals are to help children with the appropriate academic and social skills needed to progress, along with providing a fun, safe, and positive learning experience for both children and their families!

Location: All neighborhoods in Manhattan, Bergen and Hudson County, NJ
Type of Services: Literacy, Math, Science, Social Emotional Development, Behavioral Support.
Expertise: Child Development/Special Education-Working with children who have special needs, providing differentiated instruction, providing a multi-sensory approach to learning, assessment to drive instruction, Home and Center-based Early Intervention, IEP and IFSP preparation to ensure students are provided with appropriate goals and modifications to best meet their needs. Positive Behavior Support (PBS) to provide families and students with strategies to best cope with challenging behaviors at home and school. Developmentally appropriate state aligned curriculum writing, expertise with Tools of the Mind Curriculum, exposure to Creative Curriculum, emergent reading, writing, and math skills.
Ages: Preschool to Third Grade

Kaitlyn is a childhood (Grade 1- Grade 5) special education teacher at a public school in Brooklyn. She obtained a Bachelor’s degree in Childhood Education (Grades 1-6) from The College of Staten Island. She continued at The College of Staten Island to obtain a Master’s Degree in Special Education (Grade 1- Grade 6). Kaitlyn recently completed the CITE program through The College of Saint Rose to obtain advanced certifications in School Building Leadership and School District Leadership. Kaitlyn has six years of experience working with students with diverse backgrounds. She has experience working with students with ADHD, autism, speech and language impairments, and dyslexia. She prides herself in differentiating her instruction to meet her students’ unique needs. She has experience teaching the Common Core Standards and newly adapted Next Generation Learning Standards. Kaitlyn incorporates the Wilson/Fundation program in her teaching and applies the Orton-Gillingham approach. She is currently teaching in a 4th grade ICT setting as the special education teacher and also has experience as a 1st grade special education teacher. Kaitlyn worked at A+ Academy as a 4th and 5th grade test prep teacher specializing in math instruction and summer school for the Department of Education during the summers of 2018-2019.

Kaitlyn works with a student-centered approach celebrating their accomplishments and building their self-confidence. Kaitlyn teaches with the use of manipulatives and scaffolds. She specializes in teaching test preparation skills in reading, writing, and math. Kaitlyn provides support to students with phonics instruction, decoding, developing comprehension skills using a variety of sources. She has experience using the programs Go-Math, NY Engage, Envisions, and Everyday Math. She teaches strategies for students to apply classroom learning to real life.

Kaitlyn teaches that communication is key for forming meaningful relationships with teachers, parents, and service providers in order to support student’s wellbeing and development. Every student is a success story!

LOCATION: Middlesex County (Carteret, Cranbury, Dunellen, East Brunswick, New Brunswick, Edison, Metuchen, Middlesex, Woodbridge, Piscataway, Perth Amboy); Somerset County (North Plainfield, South Plainfield, Green Brook, Bound Brook, Somerville, Manville); and Union County (Linden, Elizabeth, Roselle, Clark, Cranford, Westfield, Scotch Plains, Kenilworth)
TYPE OF SERVICES: Initial Reading Evaluation, Individualized reading, writing, and math intervention, Multisensory Reading, Executive Functioning
EXPERTISE: Working with students with disabilities and building their executive functioning, improving phonemic awareness, decoding skills, and comprehension, improving understanding of math concepts using manipulatives and real world connections
AGES: Kindergarten-6th Grade
TEST PREP: Grades 3-5 ELA and Math State Tests

Alyssa is certified in General Education and Special Education for birth through sixth grade. She received her Bachelor’s degree from SUNY Cortland and her Master’s Degree from Manhattanville College. Alyssa teaches within the NYC DOE and is going on her fifth year as a Kindergarten Special Education teacher in an Integrated Co-Taught (ICT) class. She also has experience as a Pre-kindergarten enrichment teacher, and in first and second grade. Alyssa has worked as a Grade Team Lead, where she differentiated lesson plans for all types of learners based on data and led development sessions for teachers. She has also worked as a New Teacher Coach, helping new teachers plan engaging and meaningful lessons. Alyssa has experience working with children who are English Language Learners, have autism, ADHD, behavior disorders, speech and language disorders and other learning differences.

Alyssa prides herself in being a friendly, enthusiastic and caring individual who is constantly striving to gain more knowledge on how to effectively support her students. She believes students learn best when their specific learning styles and strengths are leveraged to assist them in meeting their goals. Alyssa will track their data and progress to further customize their engaging and hands-on lessons.

Alyssa aspires to be a teacher who inspires her students to be life-long learners and find confidence and joy in learning!

LOCATIONS: Manhattan, Brooklyn (Downtown, Williamsburg) and Jersey City
TYPES OF SERVICES: Individualized reading, writing, phonics and math instruction for individuals and groups (two to three)
EXPERTISE: Reading, Writing, (Teacher’s College) Phonics instruction (Fundations, Science of Reading based approaches), Grade level math
AGES: birth through second grade

Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D from Johns Hopkins University where she researched the impact adults have on children’s social/emotional development.

Tamara taught kindergarten for over 10 years, with experience in Pre-K, and first grade. She has also worked one-on-one with students from 2 to 20 years old in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency and comprehension.

She has been trained in Wilson, Fundations, Fountas and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue and Reading Recovery and is currently the Associate Director of Professional Learning for Reading Rescue.

For over two decades, Nicole has found immense joy in working with children, and her commitment to their growth remains unwavering. In 1998, she embarked on her journey into education as an assistant teacher for students with learning differences while pursuing a degree in psychology at Hunter College. Today, Nicole’s dedication to teaching and supporting children remains as strong as ever.

Nicole holds a Master of Science in Early Childhood Special Education (Dual Certification) from Touro College (May 2007) and a Bachelor of Arts in Psychology from Hunter College. She further enhanced her expertise through a Post Graduate certificate program in Applied Behavior Analysis from the Florida Institute of Technology. Currently, Nicole is in the process of preparing for the BCBA national exam to become a Licensed Behavior Analyst. Her recent training includes certification from the ADD Coach Academy (ADDCA), where she gained the skills to serve as an ADHD and Executive Functioning Coach for both children and adults. As a mother of two children with executive functioning deficits, Nicole’s ADHD coach training has not only strengthened her effectiveness as a teacher but also enriched her understanding and compassion as a parent.

Nicole’s diverse professional background encompasses roles as a Teacher (Classroom, SETSS, SEIT), Supervisor, Behavior Specialist, Consultant, Parent Trainer, and ADHD Coach. She has provided remediation to individuals ranging from birth to young adults in both public and private sectors. Nicole has worked with students facing challenges such as reading, writing, and math disabilities, Autism Spectrum, ADHD, EF Disorders, significant behavior issues, and speech and language delays. Notably, her exceptional skill lies in customizing school curriculums to suit the unique needs and challenges of her clients.

Employing a multisensory approach, Nicole tailors her teaching methods to each learner by integrating approaches like Orton Gillingham, the Hochman Method of writing, and behavioral methods through Applied Behavior Analysis to address maladaptive behaviors and enhance positive ones. Creating a safe and nurturing space is at the core of Nicole’s approach, fostering an environment where students can thrive and build trust.

Nicole’s passion revolves around equipping her students with the essential skills needed for success, drawing from the wealth of resources, skills, and knowledge she has acquired throughout her teaching journey.

Christine is a Handwriting Specialist and an Occupational Therapist who is passionate about teaching the principles and mechanics of handwriting to children of all ages and learning styles. Christine graduated with a masters in occupational therapy from Long Island University in 2014. She currently works in the Department of Education in NYC assisting students with needs in the areas of handwriting, sensory processing, fine motor, and visual perceptual skills. Christine has also worked in a sensory clinic with children ages 2 to 18 addressing several areas of need and helping children reach their goals.

Christine is trained in using the Handwriting without Tears program and applies aspects of TV Teacher and the Zaner-Bloser Method to create individualized learning plans for each student based on their skill level and learning styles.

Inspired by her occupational therapy background, Christine implements sensory modalities to teach pre-writing skills and letter formation in a fun-filled environment, keeping the children engaged and interested. Additionally, Christine uses her expertise to improve children’s pencil grasp through working on fine motor skills and hand manipulation skills.

Christine believes in the importance of having a good posture as it directly impacts learning and handwriting. Christine incorporates posture improving exercises and makes seating recommendations for students as needed during her sessions.

Christine has a long experience in working with children with various learning disabilities such as dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and visual motor deficits. She uses different learning techniques to provide children with the needed adaptations based on their learning disability.

Christine also has a long experience in working with children with special needs such as Autism Spectrum disorder, Cerebral Palsy, Down Syndrome, and other developmental and intellectual disorders. Christine is familiar with using augmented communication devices with non-verbal children. She is trained in the Keyboarding without Tears program and uses various typing programs to teach typing skills to students who are unable to write or form letters. Once children are ready, Christine introduces cursive writing as studies show it improves spelling, fluidity, and speed.

Michelle is a learning specialist who received her Bachelor of Science degree in Cognitive Science with minors in psychology and disabilities studies from the University of Delaware. She went on to complete her Masters in Speech and Language Pathology at Hunter College, and in 2020 she received her Juris Doctor degree from New York Law School intending to pursue Education Law in the future. During tutoring sessions, Michelle helps students develop skills from a variety of subjects including reading, math, and writing.

Regarding reading skills, Michelle has provided in-home tutoring to assist students in developing their phonemic awareness, phonics, decoding, vocabulary, and reading comprehension skills. Michelle’s approach is student-centered, and she makes a conscious effort to plan activities that align with a student’s specific interests to keep sessions engaging and enjoyable. Michelle has provided writing support to students in first grade through eighth grade, with a particular emphasis on the planning stage, and organizational strategies used in writing. She has assisted students in learning to write persuasive, narrative, and informative essays.

She utilizes a process-based approach focusing on writing full texts and meaningful ideas. This approach de-emphasizes spelling, punctuation, and grammar in the initial writing stage, coming back to these constructs later in the process. In the area of math, Michelle has experience working with first through third-grade math curricula. She is skilled at helping students enhance their problem-solving skills, and master mathematical concepts through the use of tangible manipulatives and visual aids. She places emphasis on making sure students fully understand early mathematical concepts, rather than just completing problems in a rote manner, as early concepts are fundamental to complete more complex equations in later years.

Lastly, Michelle has experience helping students strengthen their executive functioning skills. Specifically, she has provided in-home tutoring to address adaptable thinking, helping students adjust to situations when necessary, and how to see situations from another’s perspective. She also has experience improving students’ working memory, by helping students retain and store learned information efficiently and then later put it to use.

Gabrielle is an experienced special education teacher with over 10 years of teaching experience. She has taught kindergarten – 5th grade in general education, integrated co-teaching, and self contained settings. She has a Master’s in General Education (1-6) and Special Education certification (1-6) from Hunter College: School of Education. She is in school for her School Building Leader and District Leader Certification through the CITE program at The College of St.Rose.

Gabrielle is an elementary school teacher (K-5) with experience tutoring students (one-on-one and in small groups) and mentoring novice teachers. She provides a nurturing and caring learning experience that allows students to engage in productive struggles and become critical thinkers. She teaches students with diverse backgrounds and abilities (Autism Spectrum Disorder, ADHD, Speech and Language Impairment) and has a strong rapport with students and families. She believes all students can and will learn and thrive in society when provided with excellent instruction, tools, and resources based on their needs. She gives students skills that can be transferable to different areas of their everyday lives.

Gabrielle’s expertise includes phonics, phonemic awareness, decoding, fluency, reading comprehension, writing, and math instruction for individual and small groups (2-3 students). She is trained in Fountas and Pinnell administration, Fundations, Acadience, Reading Rescue, SPIRE, Phonics for Reading, Reading Mastery, Teacher’s College Reading and Writing, Wit and Wisdom, Envisions, Eureka Math, Amplify Science, iReady, Zearn.

In addition to her instructional experience as an educator, she is a curricula planner, grade leader, instructional leadership, and school leadership team member. She is committed to student growth and providing them with the skills needed to be successful. She is adventurous and enjoys learning new things, traveling, trying different foods, hiking, biking, skating, and dancing.

LOCATION:
MANHATTAN: Upper East Side, Upper West Side, Bronx, Riverdale, Yonkers, Westchester;
NEWJERSEY: Newark, Irvington, East Orange, West Orange, Bloomfield, Montclair, Belleville, Livingston, Millburn, Bogota, Edgewater, Fort Lee, East Rutherford, Hackensack, Paramus,
TYPE OF SERVICES: Administration and interpretation of literacy and math informal and formal assessments, literacy and math instruction for individuals and groups (2-3 students), Response to intervention services, reading fluency and comprehension, progress monitoring, writing instruction, building strength and knowledge of math concepts (grades k-3)

Michelle is a dedicated and passionate educator, boasting a robust academic background that includes a Bachelor’s degree in Communications and Psychology from Indiana University, as well as dual Master’s degrees in Special Education and Educational Leadership from Hunter College in New York City.

With a commendable 14-year tenure in the New York City public school system, Michelle has excelled as a special educator at the high school level. In this role, she has emerged as a leader within the special education department, fostering empowerment among students, families, and fellow teachers to guarantee the delivery of appropriate instruction and services.

Functioning as a model teacher, Michelle actively supports staff in crafting individualized curricula and implementing Universal Design for Learning (UDL) instruction. Her expertise extends to a decade of private tutoring, where she has successfully assisted students from 1st to 12th grade. Michelle’s proficiency in elementary education encompasses critical areas such as phonemic awareness, letters and sound cognition, decoding of one and multi-syllable words, spelling, reading comprehension, and vocabulary acquisition. She is equally adept at guiding students through the writing process, from sentence construction to paragraph development and the creation of 5-paragraph essays.

In the domain of mathematics, Michelle provides foundational support, placing emphasis on numeracy fluency through visual aids and manipulatives, problem-solving, and arithmetic skills. Acknowledging the importance of executive functioning at the elementary level, she prioritizes organizational skills, imparts fundamental study skills, and underscores the significance of effective time management. Michelle’s comprehensive approach ensures a well-rounded support system tailored to the individual needs of elementary students.

Currently serving as a Reading Intervention Teacher, Michelle specializes in decoding, reading fluency, and comprehension strategies for students several grade levels behind. Her expertise includes leveraging programs such as Wilson Reading, Phonics for Reading, and the REWARDS reading program.

Beyond her professional commitments, Michelle finds joy in spending quality time with her family, experimenting with new recipes, indulging in music, exploring travel opportunities, and maintaining a healthy lifestyle through practices like yoga and Pilates.

TYPES OF SERVICES: reading and math intervention; executive function support; writing development; reading comprehension
EXPERTISE: reading and math foundations; organizational supports; all aspects of the writing process and reading comprehension process
AGE: 1st grade – high school