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Reading and the Squid...What does that even mean?
I'm glad you asked
Maryanne Wolf, a professor of child development at Tufts University and the director of the Center for Reading and Language Research wrote a book titled "Proust and the Squid: The Story and Science of the Reading Brain." In her book she shares the following:
"Scientists in the 1950's used the long central axon of the shy but cunning squid to understand how neuons fire and transmit to each other, and in some cases to how neurons repair and compensate when something goes awry.
The study of what the human brain has to do to read , and of its clever ways of adapting when things go wrong, is analogous to the study of the squid in earlier neuroscience."
Children struggling to read do not subscribe to a "one-size-fits-all approach." One of their many strengths lie in how their brain ADAPTS when print does not makes sense, and how best we utilitze strengths to support those challenges with learning to read.
Looking for assistance for your struggling reader who needs some one-on-one guidance from a reliable professional? Sometimes all it takes is an instructor who knows the best methods for your individual child. Having worked as a reading specialist since 2013, I bring a depth of professional experience and knowledge to working with children who struggle with reading by offering supports to address challenges as well capitalizing on their strengths. I offer quality, personalized service. Contact me to see how I can support your child!
Lessons and Specialties
Promising Personalized Guidance Every Step of the Way
One-on-One and Group Sessions
I specialize in reading intervention strategies with an emphasis on a multi-sensory approach. I work with children diagnosed with dyslexia, showing risk factors for dyselxia and those struggling along the reading acquisition continuum. I can identify your child's challenge areas and work with them in positive, constructive ways to achieve success. I design my lessons according to my students’ needs, with an emphasis on confidence-boosting activities.
If you suspect that your child may be dyslexic here are some points to consider:
Dyslexia is hereditary
However, the degree can differ among family members
Has difficulty decoding single words (reading single words in isolation)
May be slow to learn the connection between letters and sounds
May confuse small words – at/to, said/and, does/goes
Makes consistent reading and spelling errors including:
Letter reversals – d for b as in, dog for bog beyond 2nd grade.
Word reversals – tip for pit
Inversions – m and w, u and n
Transpositions – felt and left
Substitutions – house and home
May transpose number sequences and confuse arithmetic signs (+ - x / =)
May have trouble remembering facts
May be slow to learn new skills; relies heavily on memorizing without understanding
May have difficulty planning
Often uses an awkward pencil grip (fist, thumb hooked over fingers, etc.
May have trouble learning to tell time
May have poor fine motor coordination
More about Dyslexia
While I CAN screen for risk factors of dyslexia I am not qualified to formally diagnose. In most cases, testing for dyslexia is done by a licensed educational psychologist. Neurologists and other medical professionals may also be qualified to provide a formal diagnosis.
A formal diagnosis is not needed in order to get appropriate dyslexia tutoring for your child. All of strategies I use benefit ALL learners, regardless of whether or not they are dyslexic. I use the Orton Gillingham Approach to conduct my tutoring sessions.
Diagnostic Reading Assessment
I utilize the Phonological Awareness Screening Test (PAST), Orton Gillingham Informal Coding Assessment and an Informal Reading Inventory (IRI) to help guide me in creating the perfect tutoring plan for your child. These assessment are used to investigate deficits and to explore risk factors for dyslexia.