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Brooklyn Letters

Google review, Brooklyn LettersBrooklyn Letters (Online Speech Language Therapy, Literacy & Math Tutoring)

1139 Prospect Avenue, Brooklyn

4.9 41 reviews

  • Google review, Brooklyn Letters Lesley Duval ★★★★★ a week 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!
  • Google review, Brooklyn Letters Samantha Packard ★★★★★ 2 months 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.
  • Google review, Brooklyn Letters Travis Ricca ★★★★★ 5 months 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
  • Google review, Brooklyn Letters Enrico Bermudez ★★★★★ 4 months 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.
  • Google review, Brooklyn Letters Kayne Elisabeth Wilk ★★★★★ 9 months 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!
  • Google review, Brooklyn Letters Jen S ★★★★★ a year 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.
  • Google review, Brooklyn Letters susie tofte ★★★★★ 9 months 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.
  • Google review, Brooklyn Letters Alicia Perez-Katz ★★★★★ a year 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!
  • Google review, Brooklyn Letters Jacob B ★★★★★ a year 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.
  • Google review, Brooklyn Letters Kristin Ames ★★★★★ a year 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.
  • Google review, Brooklyn Letters Aisha Holder ★★★★★ a year 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."
  • Google review, Brooklyn Letters Andrea Peartree ★★★★★ a year 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.
  • Google review, Brooklyn Letters mario costa ★★★★★ 2 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!
  • Google review, Brooklyn Letters Lily Alt ★★★★★ a year 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.

WE TRAVEL TO THE FOLLOWING MANHATTAN NEIGHBORHOODS
Battery Park City Central Midtown Chelsea Chinatown Clinton East Village Financial District Flatiron District Garment District Gramercy Park Greenwich Village Harlem Hell’s Kitchen Hudson Square Kips Bay Little Italy Lower East Side Midtown Murray Hill SOHO Sutton Place Theatre District Times Square TriBeCa Turtle Bay Union Square Upper East Side Upper West Side West Village and More!
We also travel to the Bronx, Riverdale, Westchester, New Jersey (NJ), and Connecticut (CT)

Manhattan, NYC Reading Writing Tutors Specialists

COVID-19 learning loss, including up to 50% for math

HOW WE CAN HELP YOU:

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TRAVEL TIME IS INCLUDED WITH THESE RATES!

Manhattan Literacy rates

  • $150-$185 Per Hour

  • $130-$165 for 45 minutes

  • $100-$135 for 30 minutes (online only)

Get Started
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MANHATTAN STAFF

In-home and at-school Manhattan private pay literacy tutoring for school-aged students. We work with students, of all ages, in private and public schools teaching decoding, spelling, reading fluency, and reading comprehension skills.

We travel to: Battery Park City, Central Midtown, Chelsea, Chinatown, Clinton Hill, East Village, Financial District, Flatiron District, Garment District, Gramercy Park, Greenwich Village, Harlem, Hell's Kitchen, Hudson Square, Kips Bay, Little Italy, Lower East Side, Midtown, Murray Hill, SOHO, Sutton Place, Theatre District, Times Square, TriBeCa, Turtle Bay, Union Square, Upper East Side, Upper West Side, West Village
We also travel to the Bronx, Riverdale, Westchester, New Jersey (NJ), and Connecticut (CT)

Learning his or her ABCs is your child’s first step towards mastering reading and writing. But sometimes, teaching such an important skill can be confusing for parents. Do you start with the letter names or the letter sounds first? Is there a right way to teach a child the alphabet? Click here to read what speech-language pathologist Dr. Jan Wasowicz has to say on our blog!


Learning pods are not entirely new. But with the new school year approaching and Covid-19 cases still on the rise in many places across the country, more and more families are turning to learning pods to ensure the current health crisis does not hurt their children’s schooling even further. Click here to learn more and find out why pod parents find this new learning method appealing.


For many parents, pod learning is a great way to ensure academic growth without risking their children’s health and safety. If you’re wondering if pod learning is the right option for your family, we’re here to help. Brooklyn Letters and Themba Tutors Director Nicole, a homeschooling mom of four, talks to us about the benefits of pod learning and how to prepare your family for it. Click here to know more!

 

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Literacy Specialists

Our Literacy Specialists work on decoding, encoding (spelling), reading comprehension, and writing skills.

The Five Pillars of Reading

 

Just like a house needs strong support and foundation, developing literacy skills in young learners requires the Five Pillars of Reading. Recognized by the National Reading Panel as the “best approach to reading instruction,” these pillars include:

  • Phonemic awareness
  • Phonics
  • Vocabulary
  • Comprehension
  • Fluency

Backed by studies and scientific research, these five pillars make up the essential building blocks of reading. And by combining these techniques, teachers and parents can effectively introduce the concept of reading and language.

Here is a closer look at how the Five Pillars of Reading work to ensure successful reading instruction:

 

Phonemic Awareness

Phonemic awareness refers to the knowledge and understanding that words are built from and can be broken apart into smaller segments of a sound called phonemes. Phonemic awareness is one’s ability to hear, recognize, and manipulate sounds heard in words- think of it as the ears to brain connection. 

Phonemic awareness can be taught even before a child learns to read or identify printed letters. When babies are born, they are processing phonemes when parents speak and sing to their bundle of joy. In the English language, phonemic awareness means being able to identify its approximately 44 phonemes. Additionally, teaching letter sounds with letter names is an effective way for students to grasp the concept of phonemes.

 

Phonics

Whereas phonemic awareness refers to one’s ability to recognize sounds or phonemes in words, phonics mastery means understanding that letters (graphemes or printed letters) of the alphabet represent sounds (phonemes)- think of it as the ears, eyes, and brain connection. A child who has mastered phonics can sound out new or unfamiliar words on their own. The child is “cracking the code” and is receiving feedback by listening to oneself sound out words. 

Teaching phonics is all about establishing the relationship between sounds and printed letters or printed letter combinations. Starting with the printed letter-sound correspondence, a child then learns how to match sounds to letters and uses this relationship to understand printed words. 

 

Vocabulary

Vocabulary refers to one’s understanding of words, including their definitions and context. Vocabulary is broken up into oral (speaking), understanding (listening), and print (reading vocabulary).

Needless to say, vocabulary is crucial in strengthening reading comprehension and fluency. In most instances, poor vocabulary can limit and interrupt a child’s learning and reading experience. And while it can grow naturally from daily reading and conversations, it is just as important to explicitly teach and expand vocabulary.

Strategies in teaching vocabulary can include word mapping (graphic display of words/concept relationships), word substitutions, semantic relationships (how words are related), acting out meanings, and focusing on word structure (root words and its derivations).

 

Fluency

Learners achieve fluency when they recognize and read words with accuracy, intonation, fluidity, and speed, whether while reading aloud or silently to oneself. Hence, fluent readers are able to read automatically without needing to pause to decode words or look up definitions.

Fluency plays a key role in comprehension and is essential in keeping young learners motivated. When children are reading fluently, it frees up mental resources to allow them to improve their comprehension of what they are reading. 

When developing reading fluency, it is crucial to provide a child with frequent oral reading opportunities and to monitor progress. This involves reading out loud while being guided and receiving feedback from an adult. It is important to provide the student with opportunities to self-correct. This combination of consistent practice and regular feedback is critical in promoting fluency.

 

Comprehension

The ultimate goal for literacy is to comprehend well what one is reading.  Reading comprehension enables a child to predict outcomes, evaluate characters, deduce, and make connections to real-world events. 

A child’s comprehension skills can begin to develop before becoming an independent reader. One way to do this is by reading to a child and discussing the story’s main idea, characters, and setting. Explicit teaching, modeling, and guided practice of comprehension skills are also crucial. This is especially true for students whose reading comprehension skills lag behind their peers.

Shelly P., M.S. NY STATE DUAL CERTIFIED

Special Educator And Elementary Education & Certified Wilson Reading Specialist
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Shelley is a New York dual licensed Elementary Education (Pre K, Kindergarten, Grades 1-6)/Special Education teacher (K-12), earning a Bachelor of Science in Elementary and Special Education from Buffalo State College and a Masters of Science from Adelphi University. In addition, she is a Wilson Dyslexia Practitioner (W.D.P). Shelley found her love for teaching by becoming involved in Special Education since an early age, working as a camp counselor in Special Ed camps, and subsequently has taught special needs children and children with reading difficulties, e.g. dyslexia, in various school settings around the country, including self-contained classrooms for elementary grades, resource room for grades K-5, and reading instruction grades 6 through 12. She has also tutored reading at children's homes in Manhattan, Brooklyn, Queens, and Long Island.

Shelley achieved Certified Wilson Instructor status (very few have obtained this status in NYC), including being trained in the Wilson Fundations Program; a phonics-based program for young children (K-3), and supported teachers using this program. Additionally Shelley trained other teachers in the Wilson Reading Program at a K-12 Special Education school, the Child School, located on Roosevelt Island.

*May ask for additional money to cover her tolls and her parking to cover these out-of-pocket expenses*

The Wilson Reading System directly and systematically teaches students to achieve success in reading. Unlike traditional phonics programs, Wilson Reading instruction is very interactive and multi-sensory, thus teaching total word construction and not just phonics. Students learn to encode (spell) and they learn to decode (take words apart) as part of their reading process. Evidence shows that when a direct systematic, code-based instruction is skillfully implemented by a Wilson Reading knowledgeable teacher, it is the most effective approach for problem readers. This system is based on the multi-sensory language techniques and principals first described by Dr. Samuel Orton and Anna Gillingham (Orton Gillingham philosophy)

Shelley excels at changing the lives of children that have difficulty in reading by allowing them to see how being a better reader can affect many areas of their lives especially in education. Shelley utilizes her skills to collaborate with teachers, therapists and parents in order to maximize the achievements of students in their educational and emotional needs. Shelley really knows how to make learning to read fun and exciting while showing her students all the possibilities available to them when they learn to appreciate the world of reading.

Read more about her reviews

LOCATION: Manhattan, Brooklyn, Queens, and Long Island (she resides in Forest Hills).
TYPE OF SERVICES: Initial reading evaluation and reading intervention.
EXPERTISE: Working with children who have difficulty with decoding (deciphering letters when reading), reading fluency, reading comprehension, and/or encoding (spelling) issues, including working with students with dyslexia.
AGES: Kindergarten through high school

Megan

NYS Certified Educator with Master’s in Special Education/Childhood Education & Certification in Orton-Gillingham
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Megan graduated from Boston College with a Bachelor of Arts Degree in Elementary Education and Human Development/Applied Psychology, with a minor in Special Education, and with a Division I Athletic Scholarship to play softball for four years. She then received her Master’s Degree in Special Education & Childhood Education, and a NYS Teaching Certification from Fordham University. Megan received Certification in the Orton-Gillingham method to teach reading to students with reading difficulties.

Throughout Megan’s seven years of lead teaching experience, she has taught in various educational settings across Manhattan, meeting wonderfully diverse students. For three years, Megan taught in a general education setting and is experienced in the Common Core curricula while working with General Education students, English Language Learners, and students with disabilities, teaching core subjects (e.g., reading, writing, math, social studies, science) to second through fifth graders. For the last four years, Megan has been a Special Education Head Teacher at a private special education school. She is responsible for creating and implementing individualized instruction across academic domains to meet the specific needs of students with a variety of learning and physical disabilities, and learning differences including students diagnosed with autism, dyslexia, speech and language impairments, social pragmatic language disorder, ADD/ADHD, learning disorder in reading/math, dysgraphia, developmental coordination disorder, mood disorders, and students with hearing impairments. Due to the pandemic, Megan gained experience teaching remotely, as well as teaching on-ground students simultaneously with remote learners each day.

Megan believes and gratefully witnesses how all students have the potential to grow and succeed both in and out of the classroom. She understands the importance of getting to know a student as a whole, while building off a student’s strengths, honoring their developing skills or challenges, and including their interests within instruction. Megan believes using this understanding to develop an individualized program for a student, while providing a warm, comfortable and fun environment is essential in supporting a student’s academic success. Megan focuses on positive encouragement as a tool to help students develop confidence and build or continue their love for learning.

LOCATIONS: Staten Island, Manhattan; In-Person & Online
TYPES OF SERVICES: Individualized reading and writing instruction/remediation (grades pre-K through 6th), and math instruction (grades pre-K through 3rd)

EXPERTISE: Reading, writing and math instruction/intervention; Learning differences and disabilities; Orton-Gillingham approach

AGES: Pre-K through 6th Grade

Dan B.

M.S. ED., NYS Certified Childhood General And Special Education (Grades 1-6)
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Dan is a dual certified special education teacher with over 17 years experience. He currently works as a SETSS Teacher at a public school in New York City. Dan believes relationship building is the cornerstone of a successful teaching practice and strives to quickly engage his students by exuding expertise and passion within his practice. In his 17 years as an educator, Dan has worked as a resource teacher, inclusive special education teacher, as well as a self contained special education teacher. Dan has experience working with a wide variety of students including those with specific reading, writing and math learning disabilities, speech and language delays, ADD, ADHD, as well as issues with Executive Functioning. Through his experience as an educator, he has been able to find his own innovative, progressive approach, which allows him to tailor units, lessons and concepts to the individual learning needs and interests of his students.

Dan has worked with a multitude of students implementing multisensory reading instruction and specializes his instruction to students who have difficulties with decoding or dyslexia. He has experience in implementing the Corrective Reading Program, Wilson Fundations, Wilson Reading System, The Orton Gillingham Approach, Guided Reading Leveled Literacy, Novel Studies, Core-Knowledge and the Teachers College Readers Workshop. Dan also has a passion for teaching math and uses kinesthetic/tactile strategies to reach all learners. He has used Go-Math, NY Engage, Everyday Math from the University of Chicago and TERC Investigations. When teaching writing Dan uses a variety of approaches to engage his students which includes the Hochman Method and Word Study/Vocabulary Instruction using Words Their Way.

Dan earned a Master's Degree in Regular Education and Special Education from Touro college and holds a bachelor degree from High Point University in North Carolina. He holds professional teaching certificates for both regular and special education (grades 1-6).

LOCATION: Manhattan: All of Manhattan
TYPE OF SERVICES: Multisensory Reading Instruction, Administration and Interpretation of formal and informal Reading and Math Assessments, Math Instruction and Remediation, Executive Functioning, Study Skills, Common Core Homework Help
EXPERTISE: Working with children who have difficulty decoding (reading words correctly) including those with dyslexia, reading fluently, spelling difficulties, showing reading comprehension, expository and narrative writing instruction, grade level and remedial math instruction, homework help, common core tutoring, building executive functions.
AGES: Kindergarten through 8th Grade

Kaitlyn

Bachelor’s degree in Childhood Education (Grades 1-6), Master’s Degree in Special Education (Grade 1- Grade 6)
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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: Brooklyn: All Areas, Lower Manhattan, Staten Island, New Jersey

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

Maggi P. M.S. TESOL, NYS CERTIFIED

Elementary Education (K-6), Students With Disabilities (Birth- 2nd), ESL (K-12), Spanish (7-12)
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Maggi is a multi-certified teacher with over 20 years experience teaching students in New York City. Maggi teaches in general education classes as well as integrated co-teaching classes as the special education provider. Maggi also has over ten years experience as an English as a second language provider. In this role, she has successfully worked with a variety of learners with both language acquisition needs as well as reading deficiencies. Maggi trained in the Orton Gillingham approach to reading as well as Fundations, Leveled Literacy Instruction, and SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Word). She has worked extensively on developing her students reading comprehension while working on fluency, phonics, phonemic awareness, and sight words recognition. She believes all aspects of reading needs are addressed during literacy instruction. In addition to instruction, Maggi is experienced using both formative and summative assessments to determine next steps for her students. These assessments include TC running records, timed fluency passages, and comprehension checks. Using this comprehensive approach not only helps her keep track of her students goals, but it also increases their interest in learning literacy.

In addition to her experience in teaching literacy, Maggi is trained in Go Math (K-5), everyday math (K-3) and Exemplars (K-3).

Maggi is also a professional storyteller, writer, and actor with an improvisational children's theater. She brings this passion and enthusiasm to her work with students. Maggi provides a safe learning environment where both student and teacher are encouraged to take risks.

LOCATION: Manhattan
TYPES OF SERVICES: Orton Gillingham, Fundations, SIPPS, Administer individual assessments in reading and writing, develop student specific learning plans, homework and organization, phonics/phonemic awareness/reading comprehension, ELA test prep, math support (K-4th grade)
EXPERTISE: working with a variety of learners, reading intervention, fluency, extra support in all content areas including organization
AGES: 5-12

Rachel H.

School Psychologist & Reading Specialist
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Rachel is a School Psychologist with the New York City Department of Education and certified in the Wilson Reading System. Rachel is passionate about working with children to promote their academic, social, and emotional growth. Her education includes a B.S. in Marketing from the Rutgers School of Business and a Masters in Education with an Advanced Certificate in School Psychology from CUNY Brooklyn College.

As a School Psychologist, Rachel has worked with a diverse population of general and special education students at the elementary and middle school levels, conducting psycho-educational assessments and providing counseling services. She also fosters collaborative relationships in which children, parents, school staff, and outside agencies can work together to maximize students potential and create the most positive school environment that is possible for them.

As a Brooklyn Letters reading tutor, Rachel uses the Wilson (Grade 3 and above) and Fundations (Grades K-2) programs to improve children's decoding, fluency, comprehension, and spelling skills. She is intent on creating a nurturing and supportive learning environment for her students so they feel most comfortable to persist and challenge themselves. She highlights students strengths by tailoring lessons to meet each student's unique learning style.

LOCATION:Manhattan: All areas
Brooklyn: Williamsburg, Greenpoint, Dumbo, Brooklyn Heights, Cobble Hill, Boerum Hill, Carroll Gardens, Park Slope; She resides in Williamsburg
TYPE OF SERVICES: Initial reading assessments, individualized reading and spelling intervention and instruction
EXPERTISE: Assessment and intervention for children struggling with decoding, reading comprehension, fluency, and spelling; developing and implementing behavior intervention plans
AGES: Pre-K – 6th grade

Rita C., MS ED.

NY State Certified Literacy
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Rita is a certified literacy specialist with a M.A. from Bank Street College of Education and a B.A. in Literature from Bard College. She has practiced assessment and tutoring in private and clinical settings. Rita has had classroom experience at Hunter Elementary School as well as in public elementary schools in Queens and Harlem. She has completed Part I of Literacy through Multisensory Teaching (LMUST), an Orton-Gillingham curriculum developed by Judith Birsh. Growing up with a dyslexic sister in a time when learning disabilities were less understood, she has personally witnessed the challenges that struggling readers and writers face. She has also had extensive music and computer experience and has worked in online news and in web design and development. Rita combines her experience in the arts, computers, and education to teach literacy skills such as decoding and comprehension strategies. She has also had success helping students prepare for the New York State ELA exams. Her students have fun following a series of short, engaging exercises while they learn the skills they need. Rita strives to help her students gain confidence by teaching them to direct their particular strengths toward the goal of becoming more independent learners and successful readers and writers.

Read testimonials here.

LOCATION: Manhattan.
TYPES OF SERVICES: Formal and informal reading assessments (phonological awareness, sound symbol association, decoding strategies, fluency, and reading comprehension, spelling); development of intervention programs to address needs.
EXPERTISE: Developing individualized and prescriptive remediation for struggling readers
AGES: Pre-school through middle school

Amy H.

New York State Certified Literacy Instructor, M.S.ed, Wilson Trained
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Amy earned her Masters of Education at Bank Street College of Education. She is experienced with students who have a broad array of learning issues including dyslexia, and works one-to-one with students in decoding, fluency, reading comprehension, spelling, phonological awareness, language delays, and with students struggling in math. She also works with general education students needing extra support.

Amy has extensive experience with supporting pre-literacy skills such as letter identification, phonics, kindergarten readiness, and performs formal and informal assessments. She is trained in multiple Orton Gillingham programs including Wilson, Fundations, PAF, and IMSE. In addition to her work with these structured, multi-sensory approaches, she has extensive experience with teaching comprehension skills and filling in gaps for students needing support with specific concepts. She is experienced in Seeing Stars and Lindamood Bell methods used frequently for students needing greater language support.

Amy’s approach to mathematical instruction is to present an organized and structured curriculum using multisensory methods similar to her Orton Gililngam training with literacy. Incorporating review and building on known concepts are an integral part of her philosophy. She’s trained and experienced in Everyday Math K-3. As her role as a Learning Specialist, she pushed in to 2nd and 3rd grade classrooms to teach math.

Amy has a warm, intuitive nature and specializes in individualizing her plan of action for each student. She has experience teaching within Manhattan s private k-3 schools as a reading teacher and learning specialist and has tutored students through middle school. She has worked with students ranging in age from 3-14.

LOCATION: Manhattan, including Harlem
TYPES OF SERVICES: Orton Gillingham individualized lessons, reading comprehension, formal and informal reading assessments, phonological awareness, sound-symbol association, decoding strategies, fluency, and reading comprehension, spelling, sight word recognition, pre-literacy, and kindergarten readiness.
EXPERTISE: Developing individualized remediation for struggling readers
AGES: Pre-school through middle school

Ann Marie O.

New York and New Jersey State Certified Reading Teacher K-12, M.S.ed, Orton-Gillingham Trained
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Ann Marie is a New York and New Jersey State Certified Reading teacher for grades K-12. She earned her M.S.ed as a Reading Teacher from CUNY Lehman College and her B.A. in English from Hunter College. She has over 20 years experience teaching reading in public schools, private schools, mental health clinics, as well as to incarcerated youths. She has worked extensively with students on the autism spectrum as well as students with extreme cognitive and emotional challenges. She is experienced and trained in many Orton-Gillingham based reading programs and methodologies and is passionate about helping students learn to the best of their abilities. Ann Marie believes that all children can learn to their fullest potential and that having a deep understanding of a child's learning profile is essential to helping them to reach their goals.

Ann Marie is experienced with many reading programs and curriculums within the public and charter school systems. With her knowledge of and experience teaching reading, she can quickly target gaps and struggles and help students overcome their challenges with reading. As a mother of two children herself in grade school and middle school, she wants what every parent wants for their kids happiness and success in school !

LOCATION: Bronx, Manhattan, Westchester
TYPES OF SERVICES: Formal and informal reading assessments, Cognitive Abilities Testing
EXPERTISE: Working with students with extreme challenges, using assessments to target weaknesses, creating individualized programs for students based on learning profiles, Data driven instruction, multi-sensory approaches
AGES: K-12

Maria D.

Learning Specialist, M.S. Ed., Bilingual, Childhood, and Special Education; Ed. M., Language and Literacy
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Maria has worked with a wide range of students (grades 3-12) in her nine years as a tutor and educator. She has worked with students who have dyslexia, dysgraphia, dyscalculia, ADHD, expressive and receptive language difficulties, and math learning difficulties or challenges. Maria has experience using Eureka Math (EngageNY), Terc Investigations, GO! Math, OnRamp, and Saxon Math. Maria is a Wilson trained learning specialist, with experience using Orton Gillingham, Seeing Stars to remediate students with decoding and encoding difficulties, Visualizing and Verbalizing for students with comprehension difficulties, and the Hochman method for writing. Maria began her reading remediation career working with adolescent students who needed reading support and has expanded her practice since that time. Maria also has experience using the Teachers College and Reading and Writing Workshop and Leveled Literacy Intervention. All of Maria’s tutoring programs are catered to the individual student.

Maria has a Bachelors degree from Mount Holyoke College, and two Masters degrees: one from the City College of New York, in Bilingual, Childhood, and Special Education, and one from the Harvard Graduate School of Education in Language and Literacy.

Maria has seven years of experience providing successful test prep services for students taking the SAT, SSAT, ISEE, SHSAT (all sections on all tests). She also provides support for the Regents in Living Environment, Algebra, Earth Science, US History, Global History, and English. She holds teaching licenses in Childhood Education (1-6) and Special Education (1-6; 7-12).

LOCATION: All of Queens, all of Manhattan
Brooklyn: Dyker Heights, Sunset Park, Borough Park, Coney Island, Bay Ridge, Bensonhurst, Bath Beach, Sheepshead Bay, Midwood
EXPERTISE: Assessment for reading difficulties, Wilson, Orton Gillingham, Hochman Method, Dyslexia, Dyscalculia, Dysgraphia, Test Prep
AGES: 3rd through 12th

Kristen B.

MSEd and NCSP, Special Education Teacher and School Psychologist
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Kristen has eleven years of special education teaching experience in New York City public schools. She earned a Master’s Degree in Special Education from Hunter College, and most recently earned a Professional Diploma in School Psychology from Fordham University. She is now a Nationally Certified School Psychologist. She has spent the majority of her teaching career at Columbia Secondary School where she primarily taught middle school ELA and Social Studies in both inclusion and self-contained settings. Kristen has taught students with a range of disabilities, including learning disabilities, autism, ADHD, and speech and language impairments. She has assisted students in grades 6-12 with executive function skills during pull-out sessions. Kristen developed an executive functioning curriculum for both students and parents, and leads monthly parent workshops.

Additionally, Kristen has been trained in the Orton Gillingham approach for phonics instruction. She has incorporated multisensory phonics instruction into her literacy curriculum, and has also provided individual/small group phonics instruction to middle school and high school students. Throughout her career, she has helped students prepare for various Regents exams, as well as the NYS exams in math and ELA. Kristen believes in educating the whole child, and enjoys getting to know each child as a unique learner.

LOCATION: Manhattan (East Village, Lower East Side, Union Square, Gramercy)
TYPE OF SERVICES: Individual tutoring, Orton Gillingham instruction, executive functioning coaching
EXPERTISE: Learning disabilities, Autism, Speech and language impairments, ADHD, Anxiety disorders
AGES: Grades K-12

Peter W.

Special Educator And Childhood Literacy Specialist, PRE-K 4th Grade, MS, PhD
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Peter is a special educator and childhood literacy specialist, pre-K 4th grade, the learning to read phase of literacy instruction. He holds permanent New York State certification in special education, a masters in special education from Hunter College (CUNY) and a PhD in urban education from the Graduate Center (CUNY). He has supervised pre-service elementary school teachers at the undergraduate level and taught literacy assessment and instruction at the undergraduate and graduate levels. Peter currently contributes, edits, and reviews book chapters and articles on the history, philosophy, and sociology of education for various academic publications.

Peter is trained in the Wilson Reading System, one of the many Orton-Gillingham approaches to multi-sensory phonics instruction. He has taught in both inclusive and self-contained special education environments (K 2nd grade). He has learned through his experience that multi-sensory phonics instruction braided with robust comprehension modalities is the sine qua non of childhood literacy instruction. Phonics and comprehension are not mutually exclusive. In fact, they must be coupled for effective assessment and instruction.

Peter also has an arts background. He has a BA in dramatic literature from NYU and was trained as an actor and musician (electric bass). He has taught arts in education courses at the undergraduate level. He likes to think that he brings a certain amount of creativity to his work that is rooted in a pedagogy of compassion and open-heartedness.

LOCATION: Manhattan, Brooklyn, or Queens available Saturdays, Sundays, Mondays, and Tuesdays, all day to 10 pm.
TYPE OF SERVICES: Pre-K 4th grade Orton-Gillingham and qualitative (comprehension) literacy assessment and instruction tailored to a student's individual needs; implementing IEPs; providing test prep for the New York State ELA exam, K 4th grade.
EXPERTISE: Orton-Gillingham-based literacy assessment and instruction (decoding and encoding) and all that it entails beginning with phonemic awareness and ending with fluency; literacy assessment and instruction for comprehension, for example, the Qualitative Reading Inventory (QRI) and reciprocal teaching, respectively. Peter has experience writing and implementing IEPs and using the ELA Common Core as a guide for instruction.
AGES: Pre-K 4th grade, ages 4 through 10 or 11.

Carly O.

Master’s Degree In Childhood Education, Orton Gillingham Certified
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Carly completed her Master's Degree at New York University in Childhood Education and has since taught at PS9 on The Upper West Side. She has had the privilege of working in general education, integrated co-teaching (ICT), and gifted and talented classrooms, collaborating with co-teachers, parents, the assessment team, and paraprofessionals to provide a diverse group of students with access to and success with the curriculum. She teaches English Language Learners and students with a variety of needs including: Speech and Language Impairments, Learning Disabilities, ADHD, and Autism Spectrum Disorder. While at PS 9, she has also become certified in the Orton Gillingham Multisensory Approach of reading and writing instruction. Carly also specializes in literacy support for struggling readers. She uses multiple systems including Orton Gillingham, Fountas and Pinnell, Words their Way, and a Teacher s College approach to learning. After strengthening a child's ability to decode words, she focuses on deeper comprehension of texts. She teaches both reading and writing skills for K-6th grade through a combination of multi-sensory games, repetition, and sequential learning. Carly is experienced in preparing students in the 3rd-6th grades for the NYS ELA exam.

Carly takes a hands-on approach to teaching math, making sure the student remains engaged while learning the foundations. She incorporates EngageNY, Everyday Mathematics, TERC Investigations, number talks, and cognitively guided instruction (CGI) to develop an enriched math curriculum that provides entry points and extensions to all students. She has worked closely with students who range from K-6th grade to strengthen their number sense and to apply multiple strategies to solve problems. In addition, she offers test preparation for these ages. After her initial assessment, she develops a comprehensive, personalized and effective plan. She provides weekly exercises for the student to practice independently, ensuring that she/he is well-prepared for the material likely to be on the exam. Along with these test-prep strategies, she also serves as an intervention specialist, breaking down difficult concepts to make them easier for students to grasp.

LOCATION: Westchester County
TYPE OF SERVICES: Reading, writing, and math intervention and enrichment
EXPERTISE: Orton Gillingham, Fountas and Pinnell, Teacher s College, Words Their Way, EngageNY, Everyday Mathematics, TERC Investigations, number talks, and cognitively guided instruction
AGES: K-6th grade

Tamara C.

M.A. in Secondary Education English Teacher Specialization
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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.

Tamara’s methods of instruction focus on the reading science through a multisensory approach to instruction, as well as on the fun. She prides herself on students LOVING her sessions. She works with students on not only their literacy skills, but also focusing on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms.  She has experience working with students with various needs including ADHD, autism, anxiety, behavior disorders, and dyslexia.

In addition to literacy support, Tamara provides test prep, executive functioning skills coaching, as well as study skills.
LOCATION: Brooklyn: Downtown Brooklyn, Sunset Park, Bensonhurst, Bay Ridge, Dyker Heights; Manhattan: Upper West Side, Midtown West, Chelsea, The Village, Financial District;  Staten Island; Bronx; New Jersey: Bergen and Hudson counties
TYPE OF SERVICES: Individualized reading instruction, test prep, executive functioning, study skills, parent consultation and coaching
EXPERTISE: Early childhood education, special education, early literacy acquisition, social/emotional development
AGES: birth through elementary school

Jurga C.

Special Education Teacher, Certified Orton-Gillingham Literacy Specialist
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Jurga is an early childhood special education teacher. She has been teaching since 2009 as a SEIT, an Early Intervention teacher, reading specialist, special education teacher in an ICT classroom, as well as a teacher in a self-contained special education classroom. She is experienced to work with students from kindergarten through middle school. Jurga has completed the Orton-Gillingham training, practicum, and certification through Institute for Multi-Sensory Education (IMSE). She has extensive knowledge of Wilson Fundations, Eureka Math, Go Math, and Teachers College’s reading and writing curriculum. Jurga has experience working with students with speech and language disabilities, autism, ADHD, executive functioning difficulties, dyscalculia, and learning disabilities. Jurga’s knowledge of a variety of approaches helps her find the right activities for each student. She works at the student’s functional level and progresses in sequential order from basic to more complex skills. Jurga loves to use literacy or math games whenever possible to make learning fun.

LOCATION: Bronx, Riverdale, Upper and Midtown Manhattan, Northern New Jersey
TYPE OF SERVICE: Initial reading assessment, phonics, phonemic awareness, blending, syllabication, reading comprehension, fluency, math intervention
EXPERTISE: Orton-Gillingham, Eureka Math, Fountas & Pinnell, Teachers College Reading, and writing

Remy S.

M.S., Orton-Gillingham Literacy Specialist
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Remy is a professionally certified Special Education Teacher (Birth-Grade 6) and Reading Specialist with over 10 years of experience. She holds a bachelor’s degree from Manhattanville College and a master’s degree from The College of New Rochelle. Remy is trained in Orton Gillingham. Additionally, she is trained in PAF, Fundations, and Fountas and Pinnell.

Remy currently resides in Manhattan where she works as a private SEIT and Reading Specialist for families throughout the UES. In her 10 + years of experience as an educator, Remy has had the opportunity to work as an AIS Teacher, Resource Room Teacher, SETSS Teacher, and a Special Education Teacher in an ABA center-based program affiliated with Teacher’s College. Due to her diverse professional experience, Remy possesses a strong background in working with students with learning disabilities, speech and language delays, ADD/ADHD as well as autism, emotional/behavior disorders, and processing difficulties. In addition to her experience working with a diverse range of learners, Remy has also received 1500 hours of supervision under a Board-Certified Behavior Analyst (BCBA). She has experience creating behavior intervention plans, coaching parents and teachers on behavior management strategies, and utilizing positive behavioral interventions. Given her extensive experience in special education, she is able to effectively differentiate/modify instruction, provide various scaffolds to assist students, and utilize positive reinforcement strategies to help students stay on task throughout instruction.

Remy is truly committed to helping each of her students reach their full potential by providing them with the tools that they need in order to become confident, independent and successful learners. She believes that in order to create an effective learning environment, instruction must be tailored to the individual learning needs of each student based on their learning styles and interests. In order to accomplish this, her programming focuses on a highly individualized and student-centered based approach. Her ultimate goal for each of her students is to foster a love for learning and to have them embrace their unique abilities as learners.

LOCATION: Upper East Side
TYPES OF SERVICES: Orton Gillingham, reading comprehension, decoding, encoding, fluency, phonemic/phonological awareness, sight word recognition, writing, early math skills.
EXPERTISE: Students with disabilities, reading comprehension, decoding, fluency, phonological intervention.
AGES: Grade Pre-K- 4th grade

Betsy S.

M.S. Education
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Betsy is a second-grade teacher at a private school in the Upper West Side. She received her Master’s Degree in General Education from Hunter College for first through sixth grades. Betsy has a passion for teaching math and reading to first through third-graders, including those who are advanced and those who struggle to learn these fundamental skills.

Betsy teaches through an inquiry-based curriculum and loves to see her students take ownership of their math and literacy learning. She uses a variety of strategies through personalized instruction to meet the needs of her students. She believes in a game-based, hands-on, multi-sensory approach to mastering mathematical concepts. One of her areas of expertise is helping students learn a number sense, building strategies to solve math word problems, and understand maths concepts (connecting abstract to concrete). She is also trained in Everyday Math, Exemplars, Mathletics, and Matific.

Betsy is also passionate about reading and believes in the importance of building students’ confidence at the elementary level. She has experience in the Teachers College Reading Workshop and Fountas and Pinnel reading programs. She loves to find ways to spark reading in young children and scaffold and develop reading strategies to support them as they acquire underlying literacy skills. In a favorite curriculum at her school, Betsy aligns her reading and writing units through transdisciplinary themes.

Location: Manhattan (Upper East Side, Midtown East/West, Upper West Side, Chelsea)
Type of Services: Initial reading and math assessments, individualized reading, phonemic awareness, phonics, spelling and math intervention, and instruction.
Expertise: Homework help, spelling difficulties, reading comprehension, expository and narrative writing instruction
Ages: First-Third grade

Tara N.

M.S.T. Early Childhood and Childhood Education, NY and NJ State Certification in Teaching Students with Disabilities (Grades 1-6), Orton Gillingham Certified Teacher
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Tara N. is a New York and New Jersey state-certified teacher in Childhood Education (1-6) and Special Education. Tara attended Fordham University, where she obtained her M.S.T. in Early Childhood and Childhood Education. In addition, she is fully certified in Teaching Students with Disabilities from grades 1-6 in New York and New Jersey. Tara recently earned her Orton Gillingham Teacher Certification (multi-sensory approach for struggling readers/writers) from Fairleigh Dickinson University. 

Tara began her teaching career in a charter school for students with Autism. After that, she worked in the New York City Department of Education as an ICT kindergarten, ICT first grade, and self-contained special education teacher. She also spent time working at another charter school as a learning specialist for fourth-grade students with learning disabilities. 

She has experience working with children with reading challenges, such as dyslexia, processing delays, comprehension challenges, and speech and language impairments. For the past two years, Tara has been working with students from fourth grade through tenth grade. She currently works as a reading teacher at a private school that specializes in teaching students with learning disabilities. 

Tara differentiates for each of her students using multi-sensory lessons that help students struggling with decoding/encoding, and reading comprehension. She focuses her reading pedagogy on teaching background knowledge, vocabulary, phonemic awareness, fluency, letter/sound identification, blending sounds, reading comprehension skills, and writing. 

Her lessons are based on Orton Gillingham Multi-Sensory Teaching methods as well as concepts that she learned over the years from Teachers College Reading and Writing Project, Fountas and Pinnell, Common Core, Leveled Literacy Instruction, and Wilson Fundations curriculums. 

Tara is kind, dedicated, approachable, and focused on building rapport with students. She treats each child with care and as an individual, while also having fun. She is certain that she will help your child grow in any area of need.

 

LOCATIONS: Manhattan: Upper West Side, Midtown, Tribeca

New Jersey: North and Central New Jersey

TYPES OF SERVICES:  Individualized Orton Gillingham lessons in decoding (reading) and encoding (spelling), guided reading, fluency, reading comprehension, writing

Expertise: Working with students who need a direct, multisensory approach to decoding, encoding, and improving comprehension skills

Ages: first through seventh grade

Liza

Masters in Elementary Education
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Liza is a motivated, goal-oriented elementary education teacher (grades 1-6). She is currently working in a first grade ICT classroom in a NYC Department of Education public school on the Lower East Side. She is from Minneapolis, Minnesota and has 7 years of teaching experience in grades K-5. Last summer Liza spent 6 weeks teaching English overseas to 4th-6th grade students. Liza received a Masters in Elementary Education from the University of Minnesota and a bachelors degree in Business and Communication from Indiana University. Liza is trained in Wilson Fundations, Guided Reading Leveled Literacy, Fountas and Pinnell, Teachers College Reading and Writing, and EngageNY Math (Eureka Math).

Throughout her career, Liza has worked with students with diverse needs including students with low English proficiency, dyslexia, anxiety disorders, speech/language impairments, autism spectrum-based behaviors and disabilities, ADD, ADHD, emotional/behavior disorders, as well as low cognitive disabilities. She specializes in working with students who need intervention in phonemic awareness, letter/sound identification, decoding/encoding, fluency, reading comprehension, writing, and math skills/concepts. Liza is a creative thinker who encourages student voice and integrates student interest into learning. Liza values meeting academic goals, while also focusing on social emotional learning. She is trained in mindfulness and supports students in combatting academic anxieties. She uses multi-sensory instruction with various kinesthetic/tactile strategies to reach all learners. She feels passionate about teaching students to advocate for themselves and be intrinsically motivated to learn. Liza prides herself in being organized, compassionate, and dedicated. She has a knack for building strong interpersonal relationships with both her students and their families. Outside of teaching Liza loves to explore new restaurants, go for runs, and pet all the dogs she sees.

 

LOCATION: Upper East Side/Midtown/Upper West Side
TYPES OF SERVICES: Individualized instruction in reading, decoding/encoding, reading comprehension, reading fluency, writing, and math.
EXPERTISE: Early and emergent readers, reading intervention including phonological awareness, phonics, decoding, encoding, word-solving strategies, fluency, vocabulary, reading comprehension, writing, and math skills/concepts.
AGES: K-5th Grade

Jessica S.

CERTIFIED ORTON GILLINGHAM PRACTIONER: ACADEMIC TUTOR
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Jessica is a certified Elementary (K-6) and Special Education (K-6) teacher with over 10 years experience. Jessica taught 3rd-5th grade general education for 8 years. She currently teaches Kindergarten-2nd grade reading and math in a resource center.

Jessica is a certified Orton Gillingham Instructor. Using Ortin, Jessica provides her students with individualized, multi-sensory lessons targeted to improve students’ decoding (reading), encoding (spelling), fluency, and reading comprehension. Jessica has experience teaching children all aspects of literacy, from letter identification, phonic, spelling, reading fluency, and comprehension.

Jessica has vast experience working with students who are struggling to learn to read. This includes students with learning disabilities and dyslexia, attention difficulties, and processing delays. She also works with many general education students who need extra support in their classrooms.

LOCATION: Manhattan, mostly Upper East Side
TYPE OF SERVICES: Ortin Gillingham individualized lessons in decoding (reading) and encoding (spelling), reading comprehension, organizational and study strategies, academic help.
EXPERTISE: Phonics, students with learning disabilities, dyslexia, ADHD, executive functioning, and processing issues

Marcy M.

Certified Orton-Gillingham, M. Ed. in Special Education, Certified Special Education
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Marcy is a Reading Specialist at a school for students with dyslexia and language-based learning disabilities in Brooklyn. Marcy is certified in Orton-Gillingham and is experienced in applying the methodology to address each learner’s literacy skill deficits while continuing to build upon his or her strengths. She is passionate about structured literacy and the science of reading. She believes an explicit, systematic, and multisensory instructional approach is essential for helping readers build phonological awareness, decoding, fluency, vocabulary, comprehension, and spelling skills needed for literacy success.

Marcy is certified in special education and has more than nine years of teaching and tutoring experience. She studied psychology and sociology at Wake Forest University in Winston-Salem, NC. She holds a Master of Education in Special Education from the University of North Carolina at Charlotte. As part of her master’s program, she completed a research project titled Effects of Orton-Gillingham Strategies on Basic Reading Skills of African American Students with Disabilities. She taught elementary special education for six years in Charlotte, NC, and two years in Charlottesville, VA, before relocating to New York City.

Marcy has experience teaching reading, writing, and math with students in kindergarten through sixth grade. She has worked with students with a wide range of needs including autism spectrum disorders, specific learning disabilities, ADD/ADHD, dyslexia, emotional/behavioral disorders, intellectual disabilities, traumatic brain injury, orthopedic impairments, speech-language impairments, and developmental delays. Marcy has implemented a wide variety of literacy and mathematics programs, including Leveled Literacy Intervention (LLI), Corrective Reading, Great Leaps Fluency, Reading Mastery, Words Their Way, Writing Workshop, Expeditionary Learning, Reading A-Z, Investigations, DreamBox, and Eureka Math.

Marcy is knowledgeable about effective practices for building relationships with students and cultivating a supportive learning environment. She has been trained by CT3 in the No-Nonsense Nurturer approach. Marcy can reach and motivate learners who are feeling discouraged and helps them become increasingly comfortable being challenged and taking risks. Marcy believes in making learning as fun and engaging as possible and often incorporates games into lessons. Every success is celebrated, and her students take an active role in tracking progress toward their goals.

LOCATION: Manhattan, Brooklyn (Brooklyn Heights, Downtown Brooklyn, Boerum Hill, Cobble Hill, Carroll Gardens, Gowanus, Park Slope)
TYPE OF SERVICES: Administering formal and informal literacy assessments; Individualized instruction in phonological awareness, decoding/encoding (spelling), phonics, vocabulary, reading comprehension, reading fluency, and writing
EXPERTISE: Orton-Gillingham, structured literacy, multisensory strategies, dyslexia, language-based learning disabilities
AGES: Grades K-6

Kaaren E.

M.S., CCC-SLP, TSSLD, SPEECH LANGUAGE PATHOLOGIST
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Kaaren is a New York State licensed Speech-Language Therapist. She graduated from Brooklyn College with her bachelor’s and master’s degrees in Speech-Language Pathology. Kaaren holds a New York State certificate as a Teacher of Students with Speech and Language Disabilities (TSSLD), as well as a Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association (ASHA).

Kaaren has provided speech, language, and learning support services for upper elementary and middle-school-aged students within the NYC Department of Education (DOE) and in private practice. She treats students with receptive and expressive language differences, delays, and other language-learning disorders, including those with various developmental disorders such as Autism, ADHD, reading and writing learning disabilities, and executive function difficulties. She works to help her students better access their curriculum by improving their decoding, reading comprehension, writing, and executive function skills. In supporting preteen and teen students at the middle school and high school levels to meet the Speaking, Listening and Language components of the NYS Common Core State Standards, Kaaren helps support her students at various levels. Kaaren facilitates the development of her students’ reading comprehension. She teaches her students to break down multisyllabic words and target their vocabulary learning through prefix, suffix, root-word understanding, and teaching annotation of text. She uses Dr. Anita Archer’s REWARDS Reading Program. This program is geared towards students in grades 4–12 who struggle reading long, multisyllabic words and comprehending content-area text. Furthermore, Kaaren provides instruction on writing. She models and provides guided scaffolding to teach students how to construct a wide range of sentence types. Teaching grammar and organization includes teaching basic simple (noun plus verb) sentence level, increasing to compound and complex sentences (involving appositives), and culminating in the planning, outlining execution, and editing (explicitly teaching the mechanics of writing). While working for the NYC DOE, Kaaren helped many students by incorporating Dr. Hochman’s Writing Revolution, where thinking, reading, and writing intersect. She addressed issues from capitalization and punctuation to organization, perspective-taking, and knowing what information to include/exclude when writing.

Jessica has vast experience working with students who are struggling to learn to read. This includes students with learning disabilities and dyslexia, attention difficulties, and processing delays. She also works with many general education students who need extra support in their classrooms.

LOCATION: Manhattan, mostly Upper East Side
TYPE OF SERVICES: Ortin Gillingham individualized lessons in decoding (reading) and encoding (spelling), reading comprehension, organizational and study strategies, academic help.
EXPERTISE: Phonics, students with learning disabilities, dyslexia, ADHD, executive functioning, and processing issues

Lora G.

Certified Orton-Gillingham, M. Ed. in Special Education, Certified Special Education
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Lora is a certified paraprofessional with over 5 years of experience working one-to-one with children with Individualized Education Plans. She completed her Bachelors of Science in Health Education and Promotion while working full-time during her undergraduate years. She is currently enrolled in New York University for her Masters in Occupational Therapy.

Lora is passionate about working with students with different neurological, behavioral, physical, cognitive, psychological and developmental disabilities. She believes that behind every amazing teacher is a supportive and knowledgeable paraprofessional. Paraprofessionals work very closely with students and give students more one-to-one assistance while the teacher is mainly focused on the class as a whole. On the job, she has worked with different students/groups every year with many different strengths and weaknesses. She has taken many courses and workshops on how to approach students who are struggling with learning disabilities. She is passionate about encouraging students by highlighting their strengths and working on their weaknesses.

As a paraprofessional, she assisted students academically and socially inside as well as outside of the classroom.

She also accompanied students to multiple Speech therapy sessions where she gained knowledge on speech therapy as well as the students she was working with. She has learned programs for literacy such as Fundations and SIPPS. She also assisted in Math programs such as GoMath and Envisions. Her main goal was to assist students and teachers to successfully complete lesson goals.

Location: Brooklyn, Queens, Manhattan
Types of Services: Homework help, individualized reading and writing instruction, phonic skills, math problem-solving skills, reading and math comprehension
Expertise: Working one-on-one with students of all different kinds of disabilities, improving reading, writing and math skills
Ages: Preschool-4th grade