Success . . . teachers, parents, students
What our teacher training participants are saying:
Here’s what Ann, a graduate of Learning Abilities’ Orton-Gillingham training, a retired special education teacher and now a reading tutor says about Leaning Abilities Orton-Gillinghan training:
“The simulation activity, the one where we experienced dyslexia first hand, gave us a chance to be that child. As we sat there, nervous about our chance to read, we heard the teacher put the pressure on, telling us this is easy. We should be able to do this. When I started working with my student a year later, I understood her a little better. We have been going through the Orton Gillingham method together for three months now. Mom likes to share her successes with me.
Mom tells me, ‘She actually enjoys reading now. For the first time ever, her grade card says she has confidence in herself at school. She is able to pass reading tests, with extra time, with an almost perfect score. Now she is doing her homework independently. Her favorite part of the instructions is learning the rules of reading. She was heard telling an after school friend who is struggling, “I can help you. I will teach you the rules’”.
“I know that even the whole language die-hards recommend a combination or balanced approach to teaching language and reading However, I still think that most teachers (and I know that I myself) really have underestimated the power of systematic, sequential phonics instruction , (even for older kids).”
“My reaction to this is … “Why didn’t I know this all these years?” Understanding the syllable types will help the kids with spelling, with pronunciation and with reading in general.”
“I am surprised that phonemic awareness upon entering school is such a strong indicator or reading success (aka) academic success… no doubt the reason most reading programs focus on the 1st grade. I get 5th grade kids who don’t yet read English and of course, they have to begin at the beginning with phonemic awareness.”
Comments from the parents of our students.
Pam,
I wanted to write and let you know how valuable your tutoring is to my son and I. I know I have said it before, but it bears repeating as it can never be said enough how much I appreciate what you have done for Jack. You have improved his live forever, not just his school days. I shudder to think where we would be right now without your assistance and guidance. Many thanks to you and best wishes for the future. Stephanie
Pam adds this about her student:
“I walked with him through elementary school and as we end our teaching time together he is never without something to read
and wants to be a librarian. He also is reading above grade level. Yea Jack!”
“I really thought I was imagining the improvement, but I see such a difference already and we’ve only had a few lessons!” Nancy
Here’s what Ann, a graduate of Learning Abilities’ Orton-Gillingham training, a retired special education teacher and now a reading tutor says about Leaning Abilities Orton-Gillinghan training:
“The simulation activity, the one where we experienced dyslexia first hand, gave us a chance to be that child. As we sat there, nervous about our chance to read, we heard the teacher put the pressure on, telling us this is easy. We should be able to do this. When I started working with my student a year later, I understood her a little better. We have been going through the Orton Gillingham method together for three months now. Mom likes to share her successes with me.
Mom tells me, ‘She actually enjoys reading now. For the first time ever, her grade card says she has confidence in herself at school. She is able to pass reading tests, with extra time, with an almost perfect score. Now she is doing her homework independently. Her favorite part of the instructions is learning the rules of reading. She was heard telling an after school friend who is struggling, “I can help you. I will teach you the rules’”.
“I know that even the whole language die-hards recommend a combination or balanced approach to teaching language and reading However, I still think that most teachers (and I know that I myself) really have underestimated the power of systematic, sequential phonics instruction , (even for older kids).”
“My reaction to this is … “Why didn’t I know this all these years?” Understanding the syllable types will help the kids with spelling, with pronunciation and with reading in general.”
“I am surprised that phonemic awareness upon entering school is such a strong indicator or reading success (aka) academic success… no doubt the reason most reading programs focus on the 1st grade. I get 5th grade kids who don’t yet read English and of course, they have to begin at the beginning with phonemic awareness.”
Comments from the parents of our students.
Pam,
I wanted to write and let you know how valuable your tutoring is to my son and I. I know I have said it before, but it bears repeating as it can never be said enough how much I appreciate what you have done for Jack. You have improved his live forever, not just his school days. I shudder to think where we would be right now without your assistance and guidance. Many thanks to you and best wishes for the future. Stephanie
Pam adds this about her student:
“I walked with him through elementary school and as we end our teaching time together he is never without something to read
and wants to be a librarian. He also is reading above grade level. Yea Jack!”
“I really thought I was imagining the improvement, but I see such a difference already and we’ve only had a few lessons!” Nancy
We love what we do because the lives our our students are dramatically changed.