WHO WOULD BENEFIT?
Our tutoring program is a Highly Specialized Remedial Program appropriate for school-aged children and youth with a diagnosis of dyslexia, language-based learning disabilities and/or ADHD, who:
- Need 1:1 instruction in one of the areas listed below
- Need a multi-sensory, research-based approach
- Need a safe and comfortable learning environment with a highly qualified teacher
Reading: phonological awareness, sound/symbol recognition, blending, decoding, handwriting, reading fluency and reading comprehension
Writing: basic grammar, including parts of speech, sentence structure, punctuation, paragraph structure
Mathematics: basic skills in computation, measurement, fractions, use of money, telling time
LDAH recognizes that a formal diagnosis is not something all individuals have and therefore we welcome children and youth who are struggling in their academics and social life due to identified or non-identified learning disabilities.
Please note that our program is designed for individuals with learning disabilities and not other exceptionalities.
WHY OUR PROGRAM IS UNIQUE
Our Program is Highly Specialized and requires a great deal of commitment from the parents and the student and ideally, the extended family and wider support system.
The majority of our success is proven when students attend daytime tutoring with the support and buy-in from classroom teachers and the school. Our Program’s main focus is on the student making gains. For many students who struggle in school, gains cannot be made when students arrive for instruction when they are mentally or physically tired. For these reasons, it is important to have the support of the child’s teacher and a willingness to make your child’s tutoring a priority. In fact, it is essential to success in our Program.
To start the application process, please email our team directly at: [email protected]
All applications are screened and we will request copies of assessments. Registrations are granted on a first come, first served basis and subject to availability.
Children attend a minimum of 2 one hour sessions per week from September to end of May. Classes are 1:1 with a qualified instructor.
Students are expected to attend all classes which run during the academic year from September through May. Subject to availability, students are permitted to join mid-way through the program year.
Tutoring schedules include daytime, afternoons and evenings, subject to availability. The majority of our success is proven when students attend daytime tutoring with the support and buy-in from classroom teachers and the school. Again, the main focus is on the student making gains. For many students who struggle in school, gains cannot be made when students arrive for instruction when they are mentally or physically tired. For these reasons, it is important to have the support of the child’s teacher and a willingness to make your child’s tutoring a priority.
LDA Members: $ 64.50 / hour, Non Members: $ 79.50 / hour
Monthly payment plans arranged. The cost of annual membership is $50.00 paid separately from tutoring fees.
THE ORTON-GILLINGHAM INSTRUCTIONAL APPROACH
What is the Orton-Gillingham Approach?
The Orton-Gillingham approach was established as early as 1925 by Samuel Torrey Orton who identified the syndrome of dyslexia as an educational problem. Anna Gillingham was a gifted educator and psychologist with a superb mastery of the language. This approach is language-based, multi-sensory, structured, sequential, cumulative, cognitive, and flexible. Infinitely adaptable, it is a philosophy rather than a system.
Language - Based
The Orton-Gillingham approach is based on a technique of studying and teaching language, understanding the nature of human language, the mechanisms involved in learning, and the language learning processes in individuals.
The Orton-Gillingham approach is multi-sensory. Sessions are action-oriented with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning. Spelling is taught simultaneously with reading. In this respect Orton-Gillingham differs from traditional phonics instruction.
Structured, Sequential, and Cumulative
The elements of the language are introduced systematically. Students begin by reading and writing sounds in isolation. These are blended into syllables and words. The various elements of the language, consonants, digraphs, blends, and diphthongs are introduced in orderly fashion. As students learn new material, they continue to review old material to the level of automaticity. The teacher addresses vocabulary, sentence structure, composition, and reading comprehension in similar structured, sequential, and cumulative manner.
Students learn about the history of the language and study the many generalizations and rules, which govern its structure.
At its best, Orton-Gillingham teaching is diagnostic-prescriptive in nature. Always the teacher seeks to understand how an individual learns and to devise appropriate teaching strategies.
Because old material is constantly reviewed and new material is introduced systematically, the student experiences a high degree of success in every lesson and gains in confidence as well as in skill. Learning becomes a happy experience.