Long Island neighborhoods we travel to
We also travel to Hamptons (summer speech language therapy)
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Long Island, Reading Writing Tutors Specialists – 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!
Long Island Reading Writing Tutors Specialists
TRAVEL TIME IS INCLUDED WITH THESE RATES!
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
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 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.
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.
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).
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.
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.
Shelley P., M.S. NY STATE DUAL CERTIFIED
SPECIAL EDUCATOR AND ELEMENTARY EDUCATION & CERTIFIED WILSON READING SPECIALIST
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.
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
MPS, PD, NYS CERTIFIED PRE-K-6TH GRADE, NYS CERTIFIED CHILDHOOD EDUCATION AND STUDENTS WITH DISABILITIES
Derek has a master’s in Professional Studies a Professional Diploma in Educational Leadership from Manhattanville College in Purchase, NY. He has the following New York State certifications: Childhood Education and Students with Disabilities Grades 1-6; Early Childhood Education and Students with Disabilities Birth-Grade 2: and as a School Building and School District Leader. Derek has been teaching and tutoring for seven years in many different instructional capacities including a 3rd-5th grade self-contained classroom, an education consultant for grades 2-4, and 4th grade integrated co-teaching classroom (ICT) and general education classrooms. Currently, Derek is a 4th grade ICT teacher in a New York City public school in Brooklyn.
Derek has taught students using a multitude of literacy and mathematics programs including Teacher’s College Reading and Writing Project, Ready Gen, Lit Life, Go Math, enVision Math, and the Engage NY ELA and Math modules. He has extensive literacy experience using Core Knowledge Language Arts, Orton-Gillingham, Reading A-Z, Read Works, Wilson, Fundations, as well as Edmark for supplemental ELA intervention. Additionally, he has experience with integrated instructional technology programs such as Lexia, I-Ready, and Achieve 3,000 into his daily small group and individualized classroom instruction.
Derek has a strong understanding of how to support children with special needs through his work with parents and other special education teachers. His experience includes advising parents on appropriate services for their children; leading workshops for general education and special education teachers focused on differentiating instruction in the classroom; and presenting workshops for parents on reading comprehension and literacy strategies which provided a plethora of strategies to support their children at home.
Derek was also a curriculum specialist and instructor for an enrichment tutoring company where he designed, organized, and developed specialized instructional materials for K-8 grade students. His administrative work enhanced students ELA and Math critical thinking skills and improved their state test results. Derek is committed to supporting students and their academic growth.
LOCATION: Brooklyn, Queens, Long Island
TYPES OF SERVICES: Reading comprehension and fluency, reading and writing stamina, writing organization, structure, and development, spelling, phonological assessments, progressing monitoring, and data analysis
EXPERTISE: Curriculum modifications, phonological awareness, reading comprehension, writing for general education students and special education students, and data analysis
GRADES: Kindergarten thru 6th grade
Bachelor’s Degree from SUNY Geneseo, Master’s Degree from Columbia University Teachers College
Joann has over 35 years of Special Education teaching experience. She has her Bachelor’s Degree from SUNY Geneseo, a Master’s Degree from Columbia University Teachers College, and 75 post-graduate education credits. Her passion for teaching and educating students began when she was 16 years old and volunteered, then worked at a United Cerebral Palsy summer camp. This was the catalyst to her desire to promote learning for students with any challenges they may encounter. Joann immediately began working for Eastern Suffolk BOCES following her graduation from Geneseo and a 5-month substitute position in a High School resource room in upstate New York. This was the beginning of her 35-year career with BOCES. She has taught all age ranges from an infant program to students up to 21 years of age. Her experience and expertise have covered all levels of learning, teaching methods, and diagnoses including; learning disabilities, emotionally fragile, behavioral, and students on the autism spectrum. One of her strongest attributes has been her ability to adapt and individualize instruction to her students’ needs and to be flexible and creative in order to reach each student’s potential. Realizing that every student learns differently, she has had much success tapping into their individual learning styles. Joann incorporates a multi-modality and interactive approach and specializes in English Language Arts, Reading Comprehension, Writing Skills, Spelling, Vocabulary, and Study and Test Preparation/Test-taking skills.
Over the years she has privately tutored many 9th through 12th-grade students to successfully pass a variety of Regents, standardized tests, and required classes. She offers years of experience, exposure to new and changing methodologies, as well as tried and true techniques, all with the goal of fostering educational, emotional, and social success.
She offers the following: Individual tutoring, individualized and goal-oriented instruction, and remediation: Reading and writing skills. literacy, spelling, vocabulary, elementary math skills. Private Special Education Services for guidance, implementation, monitoring, parent training, and coordination of; IEP’s, behavior management, therapy, and lesson planning. Online tutoring, test preparation, and study skills -state, standardized, and classroom, homework Assistance, behavior management, and organization through positive reinforcement to improve confidence, skills, and motivation. Expertise in English Language Arts, Writing, and Reading Skills. Analysis and identification of individual learning needs. Working with all levels of abilities with or without Special Education classification. Behavior Management. Multimodality Approaches to learning and remediation.
Location: Westhampton Hampton Bays Quogue East Quogue Southampton Riverhead Calverton Aquabogue Jamesport Mattituck Moriches Bayport Blue Point.
Type of Service: High School.
Certified Wilson Reading Specialist & Special Educator
Shannon is currently a middle school Special Education and Physical Education teacher in the NYC Department of Education system. She has five years of experience as a full-time teacher, as well as two years of experience as a teaching assistant at an elementary school. Shannon has a Bachelor’s Degree from SUNY Cortland in Physical Education, and a Master’s Degree in Childhood and Special Education. In addition, Shannon is a certified Wilson Instructor with experience working with students one to one, as well as in a small group setting.
The Wilson Reading Program allows for students to have a hands-on experience when it comes to reading and spelling. Students learn the importance of decoding words and the different rules of the English Language. Through Wilson, students learn how to become more fluent readers and writers. Shannon uses formative assessment tools to track the progress of all of her students and has experience using assessments such as the WIST, TOSWRF, and Fountas and Pinnell to assess student’s current reading and spelling grade levels. Shannon’s certification process included coursework from Fitchburg State University and over 70 one on one Wilson sessions with an individual student. Through this process, Shannon was able to help an 8th-grade student jump three grade levels in both reading and writing. Shannon has 4 years of experience teaching individuals and small groups of students in the Wilson Program.
Shannon’s teaching experience includes teaching in an ICT setting for grades 6, 7, and 8. Shannon has also taught 6th and 7th-grade self-contained students in Physical Education. Previous experience includes working over 10 years at a local day camp and working in an elementary school as a teaching assistant with second and third-grade students. While she currently works at the middle school level, she has plenty of experience working with students ages 7 and above. Shannon’s experience makes her a very patient instructor who knows the importance of making sure lessons are planned to meet each individual’s needs.
LOCATION: Long Island
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: Elementary and Middle School Students
NYS Certified Childhood General and Special Education Teacher, MS Ed
Andrea is a tenured NYS certified teacher, she is professionally certified in General Education and Special Education grades 1-6. Andrea completed her bachelors of education with a minor in Psychology at St. John’s University and graduated Cum Lade. She was also on the Dean s List all 4 years of her undergraduate program. She then completed her masters in Special Education at St. John’s University. Recently Andrea furthered her education and completed her 30 and above in education through Midwest Teachers Institute.
Andrea currently works for the NYC Department of Education as a Third Grade special education self-contained teacher. She has over six years of experience teaching students with diverse needs including Autism, students with learning disabilities, ADHD, dyslexia, anxiety disorders and emotional/behavioral disorders. In her 6 years of teaching: K, 1st, 2nd, 3rd, and 4th. She is experienced in working with students struggling with literacy, writing and reading skills (decoding, fluency, reading comprehension). Andrea is very familiar with IEP s and working towards meeting student’s specific goals.
Andrea has been trained in the Fundations program, Columbia University’s Teacher’s College, as well as Fountas & Pinnell. She also has 6 years of experience with the GoMath and Exemplars programs to support learning in math. Along with being trained in these programs, she provides numerous scaffolds to aide children in learning. She will provide manipulatives as well as making charts tailored to a child’s specific needs.
Andrea is experienced in test preparation for the ELA and Math state tests and for preparing English language learners for NYSESLAT. When working with English Language Learners as well as students with learning disabilities, she feels it is extremely important to provide visuals to support their learning.
In her daily practice as a teacher, she uses many approaches to motivate and maintain appropriate behaviors. By getting to know her students it allows her to engage them and best learn their interests. She truly enjoys building strong relationships with her students and working with them to meet their individualized learning goals. When needed, she uses a positive reinforcement and a positive reward system to help with students confidence and self-esteem. She is also trained in applied behavior analysis approach (ABA). She is excited to help your child with his or her literacy and math skills.
LOCATION: Queens, Brooklyn, Long Island
TYPES OF SERVICES: Administering reading and writing assessments, developing individualized and effective literacy instruction, individualized reading instruction, building phonemic awareness and phonics skills, helping with homework
EXPERTISE: working with all students with disabilities, improving decoding skills and reading fluency. Strengthen reading comprehension, and writing Assessment and intervention for children struggling with decoding, reading comprehension, and fluency
AGES: preschool-6th grade
Bachelor of Science in Childhood and Special Education (Grades 1-6) and MSEd in Behavioral Disorders
Erica graduated from SUNY Fredonia with a Bachelor of Science in Childhood and Special Education (Grades 1-6). Afterward, she completed her MSEd in Behavioral Disorders at Hunter College. Erica has nine years of teaching experience in various educational settings with students of different abilities and needs for k-5th grades. She has a strong understanding of the needs of students with ADD, ADHD, and students who have difficulty with executive functioning. Her expertise is in grades 3-5. In math, Erica is familiar with TERC Investigations, Engage NY (Eureka Math), and interactive supplements like 3-Act Tasks. She is familiar with various problem-solving methods and helps students use the method that works best for them and their understanding. Erica also works with students to break down multi-step word problems in a way that helps the student understand the problem. Additionally, Erica also incorporates a variety of instructional strategies in reading and writing. Erica teaches with a strong emphasis on modeling and guided practice to support students with skills such as elaboration and organization. Erica also supports students with homework help and test prep in math and ELA.
Erica has strong training in Columbia University Teachers College’s reading and writing curriculum. This program relies on using modeling and inquiry to help students improve their reading and writing skills. Erica is also trained in the Fountas and Pinnell reading assessment program that helps students work on specific strategies to improve their ability to answer direct and inferential questions in fiction and nonfiction texts. Erica begins the tutoring process by getting to know the students on a personal level. Erica strives to create a calm learning environment so each learner feels comfortable and safe. She takes the time to observe and learn about each student’s learning style and create a personalized learning experience. This helps her students feel supported and encouraged while working with her.
Erica has experience working with students who have different academic backgrounds and needs. Prior to working for the New York City Department of Education, Erica worked as a looping teacher (stayed with the same class for three years) for a Charter School in Harlem, New York. She traveled with her class from first grade to third grade. Currently, Erica is working as a 4th grade English teacher in a French Dual Language program.
Erica is calm, energetic, and enthusiastic. She makes it a priority to develop positive relationships with all of her students. Erica makes learning about her students a priority and uses their specific interests to plan individualized lesson plans to keep learning fun and engaging. Her goal is to make her students gain more confidence in taking risks and working through the hard parts of learning to get to the sweet parts!
LOCATION: Long Island: Nassau County
TYPES OF SERVICES: Individualized reading and math instruction and remediation, building and strengthening knowledge of math concepts (grades 3-5), developing study skills, support with homework, test prep for math, and ELA.
EXPERTISE: Inquiry-based math remediation, reading comprehension and writing about reading, teaching elaboration and writing organization techniques for expository and narrative writing, homework help, test prep.
AGES: 3rd- 5th Grade
NYS CERTIFIED in Childhood Education and Special Education (1-6)
Giana Marie Schenone is from Carle Place, NY and entering her third year as a 2nd grade Special Education Teacher in the New York City Department of Education. She is certified in Childhood Education and Special Education (1-6). Giana Marie has many years of experience tutoring students with multiple disabilities including autism, learning disabilities, speech and language impairments, and ADHD. Prior to teaching, she worked in a life-skills and vocational program. Giana Marie implements a multi-sensory approach to instruction by providing the students with multiple entry points to learning. This includes assessing children, determining the students strengths and areas of needs and tailoring instruction accordingly. She has experience with integrating Orton Gillingham strategies utilizing programs such as Reading A-Z, Fundations, Wilson, and Leveled Literacy Intervention (LLI). Giana Marie assesses her students with a variety of tools including Teacher’s College running records, LLI, and Fundations assessments.
Giana Marie also has expertise providing quality direct instruction with phonological awareness, sight word recognition, guided reading, writing development, and reading fluency and comprehension. For example, she is proficient with using Teacher’s College and technology programs such as Lexia and Raz-Kids to support her students with phonics, reading fluency, and vocabulary development. Also, Giana Marie has experience in mathematics instruction where she uses manipulatives and various strategies from the Go Math and enVision curriculum. Furthermore, she uses ABA methodologies, visual schedules, and positive reinforcement systems to support student learning. For instance, Giana Marie uses a token economy system with academic tasks for students who require behavior modifications to support their academic and social-emotional needs.
LOCATION: Long Island, Queens
TYPE OF SERVICES: Elementary reading, writing, and math
TEST PREP: 3-5 ELA and Math test prep
EXPERTISE: Learning disabilities, Speech and Language impairments, ADHD, autism, guided reading, writing development, curriculum modification, assessment, and data analysis
Masters of Science degree in Childhood Education and a NY State Professional Certificate to teach grades 1st – 6th
John has a Masters of Science degree in Childhood Education and a NY State Professional Certificate to teach grades 1st – 6th. He has been working with students of all ages and learning disabilities for over 11 years. John has worked specifically on decoding, spelling, and reading fluency by identifying the students’ strengths and finding innovative ways to help students succeed. He strongly believes in incorporating the students’ interests in fun ways to help students become stronger readers. He has experience with a variety of different reading curriculums and believes he must assess and meet the student to identify which would work best. John has worked in many different classrooms with students with disabilities including inclusion classrooms, special education classrooms, and general education classrooms.
John has worked with many students on mathematics skills and has previous tutoring experience specifically in math. His philosophy is ensuring students are masters at the basics to further their mathematical skills. He has taught grades 1-6 in math and has experience with all different ages and skills.
Location: Suffolk County and Nassau County, L.I.
Type of Service: Individual tutoring
Expertise: Using hands-on learning and differentiated methods to meet individual student needs
Ages: 1st – 6th grade
MS in Special Education from Manhattan College.
Kate was a classroom teacher for the New York City Public School system for nine years. It was here she found her passion for working with special needs children. She spent the majority of her career working in a self-contained classroom and also has experience in collaborative, team teaching classrooms. After this she began providing 1-1 Special Education services within both the home and school setting. She has worked with children who have been diagnosed with Autism Spectrum Disorder, ODD, PDD and ADHD. She has taught children who need assistance with executive functioning and also worked with the speech and language impaired. While providing these consulting services, Kate earned her Response to Intervention Certificate. She has provided parent training, led classroom workshops on working with special needs children, developed successful behavior plans and wrote IEP goals.
Kate is trained in the Fundations program, which is multi-sensory and targets phonics, spelling, and handwriting. Kate also received training in the Orton-Gillingham literacy program and has used NY Engage, Everyday Math from the University of Chicago and GO-math. When providing literacy instruction, Kate will specifically address the areas of phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. When providing math instruction, she will work on number concepts, basic computation skills, word problems and use manipulatives for a hands on approach. Kate believes in using a wide variety of modalities when instructing children. She will prepare, individualize and incorporate instructional activities that could include movement (kinesthetic), seeing (visual), hearing (auditory), and touch (tactile). She finds children learn best when engaged in activities they find fun and most like “play”. Some of the young learners she has worked with have enjoyed shaving cream writing or sand writing. Others enjoy hopscotch reading, “snowball” fight word reading or letter identification. Some learners find writing a song to memorize number facts or spelling words helpful while others she has worked with make videos to record themselves recalling vocabulary or multiplication facts.
Kate believes there is no such thing as an “unteachable child.” She believes in uncovering the learner’s strengths, discovering his or her unique interests and building individualized instruction around that. While instructing students, she believes in using a multitude of different approaches, which are specifically designed to meet the learner’s needs.
LOCATION: Long Island
TYPE OF SERVICES: Individual or group (2-3 children), literacy or math instruction and special education services (SEIT, BIS, ABA)
EXPETISE: Working with students with disabilities. Increasing executive functioning skills, creating task analysis boards, incorporating behavior intervention strategies to support academic success, Fundations, Orton-Gillingham and Common Core Curriculum.
AGES: Kindergarten through grade 5
M.S. Elementary and Special Education
Sohayla graduated from Saint John’s University with a Bachelor of Science in Childhood Education and a Masters of Science in Special Education. She is certified in New York State to teach 1st through 6th grade and also has extensive experience working with students all the way up to the doctoral level. Sohayla built her academic career and gained leadership experience during her 5 years as a Saint John’s student. While being an after school teacher, and a graduate assistant at Saint John’s University’s Writing Center, Sohayla has learned the skills necessary to facilitate a culturally responsive and inclusive learning environment for all her students. Her experiences as a Writing Consultant have allowed her to view learning through multiple interconnected perspectives. She has held writer’s workshops for elementary age students. Sohayla has an ability to work with students with various ranges of abilities and she is known for her patience and creativity.
Sohayla has worked in various classroom settings including self-contained, inclusive, ICT, and general. Within these classroom settings, Sohayla has taught students using literacy and mathematics programs/strategies including Teachers College, Self-Regulated Strategy Development (SRSD), Go Math, and enVision Math. Sohayla is familiar with tools such as What Works Clearinghouse and is able to implement evidence-based practices. She also has experience working one-to-one with students or in larger group settings specifically in literacy and math. Sohayla’s teaching style is unique in that it is student-centered and can apply to a wide range of ages and abilities. Sohayla’s top priority is for her students to master new concepts while simultaneously building self-efficacy.
Sohayla knows that each student learns differently. She believes in designing accommodations and modifying content to meet the needs of her students. When it comes to math or literacy, Sohayla focuses on the concepts being taught and works with students to determine their abilities. Sohayla is able to highlight a student’s strengths and uses those strengths to hone their weaknesses in math or literacy. When a student seems to not grasp a concept, Sohayla first analyzes her own teaching and checks to see how she can design a re-teach to meet the student’s specific needs.
Sohayla has proven effective communication through her success with clients, and she updates parents on all significant matters in a timely manner. She believes that her love for student curiosity, coupled with helping others to succeed, makes her passionate and driven in the field. Sohayla works with students to learn their interests and applies those interests within her lessons when appropriate. She works hard to make learning intriguing for her students, and she understands the importance of building teacher to student rapport. Sohayla’s admiration for teaching extends far beyond her own philosophy and exists to help the voices of others be realized and expressed. She believes in order to set students up for success, a positive classroom environment that meets the needs of all learners regardless of race, language, or ability needs to be established.
LOCATION: Queens, Long Island, and Brooklyn
TYPES OF SERVICES: Literacy, Reading Comprehension, writing, spelling, vocabulary, math skills, and concepts.
EXPERTISE: Specializing in working with students with learning disabilities. Following systematic and explicit instruction. Implementing Evidence-based practices.
AGES: K-6 also works with 12th grade and & students on writing assignments.
Bachelor of Science in Childhood Education (1-6), Master of Science (1-6)
Allison received her Bachelor of Science in Childhood Education (1-6) from Saint John’s University in 2012. She completed her Master of Science (1-6) at Queens College in 2015. Afterward, Allison received an extension in Early Childhood Education (B-2). She has 8 years of teaching experience in various educational settings, with students of different: ages, abilities, and needs. Allison currently works as a 1st Grade Special Education Teacher in an Integrated Co-Teaching Classroom in Jamaica, NY.
Allison specializes in working with Kindergarten-4th Grade students with special needs, especially those with: Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, Cerebral Palsy, Dyslexia, Emotional Behavioral Disorder, and Speech and Language Delays. She is trained in administering the DIBELS, Fountas and Pinnell, and i-Ready Reading Assessments. Allison has expertise teaching the Fundations Phonics Program and Journeys Reading Program. She is trained in administering the i-Ready Mathematics Assessment. She has expertise teaching the GO Math! and Engage NY (Eureka Math) Mathematics Programs.
Allison believes in: formal and informal assessments to gauge strengths and challenges, tuning into the interests and learning style(s) of every child, hands-on learning, child-centered instruction, positive praise for perseverance and progress, and using a reward system for good behavior and quality work completion. She feels that it is important to establish a Teacher/Student Relationship in which every child feels fully comfortable to ask content-related questions and share personal academic wins. Allison prides herself on being: communicative, helpful, kind, knowledgeable, patient, reliable, and thorough. Her target goal is to leave each of her students with more confidence and knowledge than they had when she found them!
Location: Jamaica, NY
Types of Services: Individualized Reading and Mathematics Instruction, Homework Help, and Development of Study Skills
Expertise: Special Education
Ages: Kindergarten-4th Grade
M.S. Special Education
Michelle is certified in Early Childhood Education, Childhood Education and Special Education (birth-grade 6). She holds a Bachelor’s degree in Early Childhood Education from Towson University and a Master’s Degree in Special Education from Hofstra University. Michelle is trained in Fountas and Pinell, Fundations, and Orton Gillingham. Michelle has a passion for working with children and families.
Michelle has experience working with a diverse population of general and special education students. She taught preschool for a little over a year, kindergarten for three years, first grade for one year, and has been teaching third-grade special education since 2018. Michelle has been working for the New York City Department of Education since 2014. She has experience working with students who are emotionally disturbed, have speech and language impairments, struggling readers, and students who struggle in all academic areas. She uses a systematic, multi-sensory, phonemic-based approach in order to improve spelling, decoding, fluency, and comprehension. Michelle is trained in both Go-Math and Envisions math. She has experience collaborating with speech therapists, occupational therapists, and physical therapists in order to better meet the needs of each child. She also has a lot of experience working closely with families.
LOCATION: Queens, Long Island
TYPES OF SERVICE: Initial reading assessment, Orton Gillingham-based reading instruction, including individualized reading instruction and intervention in phonemic awareness, phonics, and decoding strategies; individualized instruction in reading fluency and comprehension instruction; writing instruction, and math instruction and intervention.
EXPERTISE: Orton Gillingham-based reading instruction, differentiating instruction for students with and without learning disabilities, and students who need extra literacy support; differentiating instruction for students who need extra math support.
M.S. Childhood Education, Orton Gillingham Specialist
Kathleen is a New York State certified teacher and is actively working for the NYC Department of Education in the Autism Spectrum Disorders Nest program. Though she is currently teaching in a special education classroom, she is also certified to teach general education, both in early childhood (birth-2) and elementary level (grades 1-6); having both of these certifications she can serve the needs of all learners. She received her B.S. in Human Development from Binghamton University and her M.S in Childhood Education from Brooklyn College. Throughout her decade-long career, she has spent most of that time working with students with Autism as well as students with various learning needs, working in Integrated Co-Teaching (ICT) classrooms as well as a Substantially Separate classroom. She has worked with students with reading disabilities. Kathleen is able to adapt lessons to meet the needs of all students by using visual supports, graphic organizers, and reading comprehension strategies. Kathleen believes in the use of visuals and tactile supports to help students develop independence within reading and writing. She has received in-service Orton Gillingham training and has experience using OG in her Kindergarten classroom. Kathleen was able to use OG for both large groups and 1:1 work to help her students with phonics and phonemic awareness. Kathleen has been trained in OG for students in grade K-2; she uses these strategies to help her students build a strong foundation in decoding and encoding. She uses this foundation to help build strong and confident writers and readers. She also has experience with Teachers College Reading and Writing Workshop.
LOCATION: Brooklyn: Remote & Bay Ridge, Bensonhurst, and Long Island: Western & Southern Nassau Country
TYPE OF SERVICES: Individual sessions, group (2-3 children)
EXPERTISE: Autism, Literacy Support
AGES: Birth through Elementary School