It's actually TRAINING that does it! PERSONALIZED to REMEDIATE!

TYPICAL TUTORING PROBLEMS AND RESPONSES

I keep sounding out that word wrong! SOLUTION: Try again, sweetie!

I can't remember that sound, "ou"? SOLUTION: Say it at the same time as me.

It's too hard to say that same sentence again faster. SOLUTION: Say it after me.

I just can't listen for only that sound. I keep forgetting." SOLUTION: I'll go more slowly.

EVER HEAR THOSE WORDS?

Your child deserves better than this.

PROGRAM TEACHING RESPONSES

I I keep sounding out that word wrong! SOLUTION: tap it out

I can't remember that sound, "ou"? SOLUTION: Write it in the air like we learned

It's too hard for me to say that same sentence again faster. SOLUTION: Chunk it

I just can't listen for only that sound. I keep forgetting." SOLUTION: Don't Worry. That's not part of our program

EVER HEAR THOSE WORDS?

Your child deserves to go through the process successfully without any detour.

PERSONALIZED TRAINING AND REMEDIATION RESPONSES The solution is based on the root cause and profile of the specific child who is struggling.

Here are some sample responses. Any one of these responses may be the right one. There is no end to them just like there is no end to the uniqueness of our children and their needs. THE PROGRAM won't do it and THE TUTOR won't do it. ONLY PERSONAL training geared to fixing what is wrong underneath will change the picture.

1).I keep sounding that word out wrong.

2.)I can't remember that sound, "ou"

3.)I just can't listen for that sound. I keep forgetting.

4.)It's too hard to say that sentence again with expression. One word keeps coming out wrong.

1.) Cover it up. What's the middle sound? Is it a shoulder word? Say____ now take away the ______. what's left? You're right. How many words can you create from it? Change it around to make a new word in 5 seconds. Touch the sounds and now skip that sound and tell me what's left. Which strategy did you try? How long can you say that sound? Grab the snake and stretch it out.

2.)What happens to your mouth when you say it? Can you picture it in that corner of the room? What is happening there? What color is the baby's hair (in the shape of the o's mouth) when he is screaming it? Say it while you write it in a funny voice. Act it out. What sound is it not?

3.)Touch different or same lights depending if my sounds rhyme or not

Click yes or no, write the vowel sound you hear in each syllable, act out these sounds as fast as I say them, Which side of the room was he in? Check the mirror. You say the sounds to me. Change the order three times.

4.) Put emphasis on this word. How many different ways can you say that sentence? Say it backward. Take away the function words and put them in a meaningful sentence. Say it but click for this word. Say it without that word. Give me a rhyme for that word.

OUR KEY in VISIONARY READING IS:

A. UP THE INTENSITY

B. PERSONALIZE IT

C. MAKE SURE THE WEAK COGNITIVE SKILL IS BEING USED ALONG WITH SOME OTHER ONES

D. MAKE IT INTO A GAME SO THEY DON'T EVEN NOTICE

E. IT'S ALWAYS THE STUDENT AGAINST HERSELF (Rochel against Rachel)

F. UNDERLYING RESEARCH BASED

Uncover the hidden cause and go straight for the GOLD