For Parents
What is Dyslexia?
What is Dyscalculia?
What is Dysgraphia?
"Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge"
Reid Lyon, 2002
International Dyslexia Association
What is Dysgraphia?
What is Dyscalculia?
What is Dysgraphia?
Dysgraphia is a specific learning disability that affect written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and having trouble putting down thoughts on paper.
What is Dyscalculia?
What is Dyscalculia?
What is Dyscalculia?
Dyscalculia is a specific learning disability that affects the ability to acquire arithmetical skills. Dyscalculia learners may have difficulty with understanding number concepts, memorization of arithmetical facts, accurate and fluent calculations, and accurate math reasoning.
Signs of Dyslexia
Signs of Dyscalculia
What is Dyscalculia?
Having difficulties with
- learning to read/decode words and spell/encode words
- blending words
- associating sounds with letters
- reading with fluency/slow reader
- reading accurately/many miscues
- reading unfamiliar words/guessing
Signs of Dysgraphia
Signs of Dyscalculia
Signs of Dyscalculia
Having difficulties with
- forming letters
- spacing letters correctly on the page
- writing in a straight line
- holding paper with one hand while writing with the other
- putting the right amount of pressure on the writing tool
- organizing thoughts into written expression
Signs of Dyscalculia
Signs of Dyscalculia
Signs of Dyscalculia
Having difficulties with
- learning and recalling basic number facts such as number bonds (6 + 4 = 10)
- still uses fingers to count instead of using more advance strategies i.e. mental math
- understanding operational signs +, -, =, X,
- with place value
- math phrases like greater than, less than
What is the Orton-Gillingham Approach?
What is the Orton-Gillingham Approach?
What is the Orton-Gillingham Approach?
The Orton-Gillingham/Structured Literacy based approach is a systematic, diagnostic, explicit, sequential, and multi-sensory instructional approach intended to be used with individuals who have difficulties with reading, spelling, and writing associated with Dyslexia. Research indicates this is the most effective treatment for Dyslexia.
What is the Multi-Sensory Instruction?
What is the Orton-Gillingham Approach?
What is the Orton-Gillingham Approach?
Multi-sensory instruction is a way of teaching that engages more than one sense at a time. Using visual, auditory, tactile, and kinesthetic gives students more than one way to connect with what they are learning. Doing so aids in the retention of what is being taught, increases motivation, and allows the student to succeed.
What is the Multisensory Math?
What is the Orton-Gillingham Approach?
What is the Multisensory Math?
Multisensory Math uses the same principles as the Orton-Gillingham approach and follows a progression of concrete-representation-abstract (CRA) to teach new math concepts. Students first learn new math concepts using hands-on, 3 dimensional, kinesthetic/tactile materials (concrete). Then they move on to drawing pictures of concrete objects (representational). Finally student convert the information into numbers and symbols (abstract).
What is Remedial Instruction?
What is Remedial Instruction?
What is the Multisensory Math?
Remedial instruction is designed to close the gap between what students know and what they are expected to know. These gaps may be due to frequent absences or trouble with specific targeted skills. Remedial instruction offers extra support to help students catch up to their peers by providing individualized, targeted lessons and homework assistance. Remedial instruction is open to all students, including those with disabilities.
How to find the right tutor for your child?
Some questions to ask when looking for an Orton-Gillingham tutor.
The sooner a child with dyslexia is identified and receives appropriate instruction, the better the outcome. Consider:
- A child who can't read at grade level by 3rd grade is four times less likely to graduate by age 19 than a child who reads proficiently by that time. (Robert Balfanz, John Hopkins University study, 2011)
- Students not proficient in reading by the beginning of 3rd grade have only a 17% chance of catching up throughout their entire school experience. (NICHD study)
For those reasons, and because many schools in South Carolina do not yet provide the instruction students with dyslexia need, we recommend having your child tutored in reading. The type of instruction most children with dyslexia benefit from is structured literacy. Structured Literacy approaches reading systematically and sequentially teach the sounds and symbols of our language. Many are based on the works of Samuel Orton and Dr. Anna Gillingham and are known as the Orton-Gillingham method. You do not need a diagnosis of dyslexia to begin tutoring.
Hiring a tutor is essential in helping your child make meaningful progress. Tutors expect parents to ask some questions either in a telephone interview or via email. Many tutors will have agreements/contracts that outline their remediation practices for your student. These agreements typically will answer most of the information below. If not, we have provided a list of questions to consider asking before hiring a tutor.
Here are some important questions for parents to ask about tutoring instruction and support:
- Please describe your background and training (e.g., qualifications, certifications, or credentials). Answers may include OGA (Associate or Certified Orton-Gillingham Practitioners and Educators-Orton Gillingham Academy), CALT (Certified Academic Language Therapist), or WRS (Wilson Reading System), to name a few. There are no regulations about who can or can’t use a title like Educational Therapist or Reading Specialist. It does take someone with specialized skills to teach students with dyslexia to read.
- How long have you been tutoring?
- Do you specialize in children with dyslexia? (If not, this is a red flag.)
- Do you use a structured literacy program? (If they don’t know what Orton Gillingham (OG) or structured literacy means, do NOT hire them.) Which one? Are you certified in that system? How long have you used it?
- How do you determine the ‘starting point?’ Does everyone start in the same place? (A screening should be given to determine the initial starting point based on phonological awareness and phonic skills.)
- Do you spend any sessions helping the student with homework or concentrate only on teaching reading and spelling?
- Will I be expected to work with my child at home between sessions?
- How long does instruction need to continue? How often? What progress can I expect? (Many variables are involved in this answer, including specific challenges like the age of the student, severity of dyslexia on the continuum, co-existing conditions, support from home, previous tutoring experience, support from the school, participation or buy-in from the student, illness, vacations, and missed sessions.)
- How often will you provide feedback to me on my child’s progress and planning, and in what format?
- Will you interact with my child’s school? Are you willing to attend school conferences to consult with teachers and other professionals? If so, is there a fee?
Red Flag Answers:
- A tutor who uses many different programs, including OG, is not teaching any of them to fidelity.
- Any general tutoring, including homework help.
- Somebody who tells you they can cure your student(s) of dyslexia.
- Somebody who guarantees a certain level of improvement over a specific time.
- A tutor or specialist who asks for a large sum of money upfront or you will be waitlisted for “a very long time.”
- It’s a red flag if someone tells you they know how the brain works with steadfast certitude.
- If you read or tell them, “Sign up now, or you will lose out.” They may be in it for the wrong reasons.
- A tutor who is re-teaching/supporting classroom work. The scope and sequence of a structured literacy program should not match the pace of typical classroom instruction.
- Most national tutoring centers do not offer the kind of specialized tutoring that dyslexic students need.
Logistic Questions:
- How do you schedule your sessions? Are there standing appointments or scheduled week-to-week?
- Are the times available for working with your student compatible with the needs of your student and family’s schedule?
- Where will instruction occur? Do you offer remote sessions?
- What is the policy for missed sessions?
- How many sessions per week do you recommend? (Twice a week, 50-minute to one-hour sessions are a MINIMUM for a dyslexic child. Most programs require at least 2- 3 sessions a week to be considered done with fidelity.)
- Do you have references? Would you give me the name and telephone number of several parents of students you are currently tutoring?
- If I like what I hear from those parents, could we schedule a free consultation so my child and I can meet you and see your office?
Payment Questions:
- Are instructional materials included in the session fee?
- What is the fee for phone calls and conferences at school or with you?
- When is payment required, and how often?
- What is your session/hourly fee? What happens if my child has to miss a session?
- In South Carolina, tutoring fees typically average between $60-$80 per session. Depending on experience, business model, and credentials. Additionally, this fee may be higher in the Charleston/Mount Pleasant Area.
Measuring Progress Questions:
- First, we need to have realistic expectations. Teaching students with dyslexia to read and write does not typically happen quickly. After a long day of school, some students resist what they view as extra work. However, once students realize that a program is effective, they are more likely to be willing participants. For instruction to work, it needs to be provided with fidelity (a trained instructor at an appropriate amount of time per week).
- Ask for the scope and sequence of the program, so you know what skills your child will be working on.
- Programs typically have checks along the way to ensure a child has mastered a skill or set of skills before progressing. This information will probably be given to you in progress reports. Ask how and how often this information will be communicated to you.
- Some standardized tools will be helpful as well. Progress monitoring that the school may offer, such as AIMSWEB or DIBELS DEEP, will provide decoding, accuracy, and fluency information. Three times per year is ideal for progress monitoring.
- Your student’s standardized test scores should improve as well.
Hi! My name is Milo, and I am a R.E.A.D. Dog at ULC
What is R.E.A.D.®?
The Reading Education Assistance Dogs® (R.E.A.D.) program improves children’s reading and communication skills by employing a powerful method: reading to a dog. But not just any dog.
R.E.A.D. dogs are trained, tested, registered, liability-insured therapy animals who volunteer with their owner/handlers as teams, going to schools, libraries, and many other settings as reading companions for children.
When a R.E.A.D. dog listens, the environment transforms, a child’s dread is replaced by eager anticipation, and learning occurs. The handler is a skilled facilitator, too—shifting performance pressure off the child and providing support. In contrast, the child gets the supervised reading practice necessary to build vocabulary, increase understanding of the material, and gain fluency and confidence as a reader.
But Why Dogs?
Learning to read is often less about intellectual limitation than overcoming fears and being interested. As you may recall from your school days, fear can paralyze intelligence. Animals are ideal reading companions because they:
· help increase relaxation, slow heart rate, and lower blood pressure
· listen attentively
· do not judge, laugh or criticize
· allow children to proceed at their own pace
· are less intimidating than peers
· let the child become the tutor
What? Dogs Can’t Read!
Of course, they can’t. But they can be great listeners. And their presence creates an inviting and motivating environment that is:
· relaxed
· comfortable
· safe
· nonjudgmental
· empowering and FUN!
The Results are Stunning.
Participating kids make enormous strides in reading and communication skills while, along the way, building self-esteem, confidence, and social skills. Other bonus benefits include: performance in other subjects tends to improve, as does class participation, and attendance.
Milo is a 10 year old rescue dog. He loves listening to children read to him.
Testimonials
"Ms. Jimenez has helped our son from working on sounding out letters/words/ reading paragraphs to spelling and writing paragraphs. The confidence and growth she's instilled in him is immeasurable. Ms. Jimenez has been able to help our son in ways we could not through her approach to teaching and utilizing her therapy dog, Milo. Levi has grown to enjoy reading. We would be lost without Ms. Jimenez."
Amy Porter, Summerville, SC
"Unique Learning Center has helped my daughter tremendously with the challenges of dyslexia. She has improved in reading and writing, increased her confidence, and applied the strategies she learned at home and school. Ms. Jimenez is a partner and an advocate for her students. She develops personalized plans that fit our daughter's needs and has developed a rapport with her that is both fun and hard-working. She is also a fantastic resource to help navigate learning at home and school. We are very thankful for this program."
Amanda Goodson, Summerville, SC
"Tutoring helps me a lot. I can read better when I am at school and at home. She makes it fun and gives me treats. Tutoring gives me tips and strategies to use when I am at school. It makes me feel more confident on tests. I care more about my work and want to do better each time."
Karley Goodson, 5th Grade Student, Summerville, SC
Thanks to the support and expertise of Unique Learning Center, we’ve seen our son’s academic performance and overall confidence, and quality of life improve. Our son not only receives the Orton-Gillingham instruction he needs to succeed within the school environment, but we’ve received guidance and support negotiating his accommodations and help to apply OG and multi-sensory methodologies at home. One of my favorite parts of working with Iraida is that she truly cares about students beyond academic performance. She integrates student interests into lessons and supports flexibility in scheduling to allow for extracurricular activities. Our son’s mood is always improved after a session with Iraida. This is a testament to her approach to providing the needed academic support for success and building confidence.
Lucy Frye, Summerville, SC
"My son Stevan was Kindergartener when Covid hit. He started to enjoy learning and reading when schools switched to online learning. He fell behind, and I was looking to find a tutor for the summer at the end of the first grade. I'll be forever grateful for meeting my son's tutor Ms. Jimenez. From the get-go, Stevan enjoyed lessons with Ms. Jimenez. He was looking forward to seeing her. They started with the basics of reading, doing the tactile multisensory approach. That was a breakthrough for Stevan. With his ADHD, this approach keeps his body and mind occupied, and he can focus and understand the material. Ms. Jimenez is always so patient and understanding. Stevan has improved his reading, writing, his penmanship tremendously. He is now in 3rd grade and receiving wonderful grades. He still sees Ms. Jimenez twice a week and enjoys those lessons!"
Vera Markovic, Summerville, SC
"My son was newly diagnosed with dyslexia in fourth grade, and we felt lost. I was given the number for Ms. Jimenez and called her out of desperation. Even though she was, at the time, a full-time special needs teacher and had a full tutoring schedule, she was willing to take on our son and his very severe dyslexia diagnosis. Throughout our almost three years of working together now, we have seen our son progress immensely! She has always gone above and beyond to help our son, even attending IEP meetings, helping advocate for him and his needs, but most importantly, giving our son confidence and the ability to read! We will forever be grateful for her!"
Lauren Ragland, Summerville, SC
"My daughter struggled with decoding and word attack strategies. As a result, she had difficulty
comprehending what she read. Her interest in reading began to decline, she began “fake reading”, and any assignment that required writing was a struggle. She struggled with written communication and including key details in her writing. Since she began tutoring her confidence has increased tremendously even though she still stumbles sometimes when reading however, she will stop and use a strategy to help her say the word correctly. When reading now she knows when a word doesn’t make sense and she will go back and reread. These are all strategies that I thought I could help her with to overcome the challenges she faced with reading. Needless to say, I wished I had reached out sooner to get her the prescriptive support she needed. Ms. Jimenez is very professional and finds ways to connect with my daughter which motivates her. My daughter looks forward to her tutoring sessions with Ms. Jimenez. She doesn’t see it as one more thing she has to do. Surprisingly, my daughter enjoys the writing sessions the most. I have seen huge improvements in her writing and she’s always eager to share her accomplishments and what she is currently working on. She does not get frustrated with writing assignments anymore she puts forth more effort to work on her own and then ask me to check over her work. Before she began tutoring is was almost like she had a mental block, she would have difficulty knowing how to get started on her own and would totally miss the mark when answering questions or having to provide a written response. Now I provide very little support. The prescriptive tutoring program combined with Ms. Jimenez dedication and passion for teaching has made a drastic difference for my daughter improving her self-confidence with reading and writing."
LaToya Smith, Ladson, SC
"Since I began tutoring I feel more confident about reading and writing. Before I began tutoring I felt that reading was hard and I had a difficult time answering questions. Tutoring has helped me with my writing skills, for an example when answering questions I can now write a response with details and cite evidence to support the answer to my question. I can sound out and pronounce long words the correct way."
Jayla Smith, 7th Grade Student, Ladson, SC
" As a parent, it is hard to see your child struggle in school and not know how to help them. When my son was finally diagnosed with dyslexia, I realized that he needed specialized instruction in order for him to learn effectively. The team at Unique Learning Center is very knowledgeable about dyslexia and how students with dyslexia need to be taught. Since working with Ms. Jimenez, my son’s reading has greatly improved. Ms. Jimenez’s multi-sensory approach to teaching has kept my son engaged and excited about learning to read."
Sarah Johnson, Summerville, SC
Outstanding Academic Excellence Award 2024 for most academic improvement in his class.
Additional Resources
International Dyslexia Association
South Carolina Branch International Dyslexia Association
The Academy of Orton-Gillingham Practitioners and Educators
The Alliance for Accreditation and Certification of Dyslexia Specialist
Facts Sheets - International Dyslexia Association
Video Library - International Dyslexia Association
Multisensory Math
Videos on Dyslexia
Our Dyslexic Children-2020
https://www.youtube.com/watch?app=desktop&v=oJ7xa6meD2Q&feature=emb_title
I AM DYSLEXIC - Short Animated Student Film
https://www.youtube.com/watch?v=b1b2rHhFajE
Dyslexia Awareness Part 1: Module 1 - About Dyslexia
https://www.youtube.com/watch?v=DgHDQeZ5QuA
Dyslexia Awareness Part 1: Module 2 - Dyslexic Strengths
https://www.youtube.com/watch?v=d4VRjQnBoWM
Made By Dyslexia-various videos
https://www.youtube.com/channel/UCLBUsgxhf_otK_qKoZnP0pA/featured
TEDx Talks Dyslexia
https://www.youtube.com/results?search_query=ted+talk+dyslexia
Our Classroom in Action: A Photo Gallery
Milo Makes The News!
The SummervilleJournal Scene Community Newspaper, Jan. 3, 2024 https://www.postandcourier.com/journal-scene/community-news/therapy-dogs-visit-knightsville-elementary-students/article_55011760-a371-11ee-a09d-df101618d96e.html
Our Community Outreach: A Photo Gallery
