Understanding Each Student as a Learner

As an Orton-Gillingham Fellow and Certified Academic Language Therapist, I use a variety of standardized and criterion-referenced assessments to identify each student’s strengths and areas of challenge in literacy development. Depending on the student’s age and needs, assessments may examine phonological processing, reading (decoding), spelling (encoding), comprehension, vocabulary, and writing.

Assessment findings provide the foundation for a diagnostic, individualized plan that addresses each student’s specific learning needs.

A Collaborative Approach

Every assessment begins with a parent meeting to discuss the child’s educational history and current school experience. When applicable, I review previous evaluations, the Individualized Education Program (IEP) or 504 Plan, and recent progress-monitoring data.

Equally important is getting to know the student. I want to understand their relationship with learning, their interests, and how they perceive their own strengths and challenges. We build on existing strengths while developing the skills that need support.

Students are active participants in setting goals and understanding their progress. Together, we demystify the learning process, exploring the reading brain in age-appropriate ways and why we practice specific skills in our sessions. When students understand why we engage in particular auditory and visual activities, they are often more motivated to participate and take ownership of their learning.

Learning is a collaboration. You might hear me say, “We’re building that neural pathway, and this idea is moving into your long-term memory.” A younger student might proudly explain, “We’re exercising the word part of my brain!”

Individualized Instruction for Lasting Progress

Because every student has a unique learning profile, every session includes an individualized lesson plan. My office is equipped with a variety of tools and materials to support different learning needs, including a sandboard, T-stool, stress ball, bean bowl, and materials for drawing and visualizing concepts.

These supports help students engage actively in learning while building essential self-monitoring and self-advocacy skills. My goal is not simply to strengthen literacy skills, but also to help students understand how they learn, recognize their progress, and become more confident and independent learners.