Most of what we do consists of one to one teaching on a totally individualized basis. Sometimes what is needed is a "filling in" of some pre-reading skills, such as the ability to blend, to sequence sounds, to rhyme, etc.
 

No. Our program is usually quite different from anything that the student has experienced.  We are extremely sensitive to the fact that your child may spend a good part of the day in frustration, failure and confusion. Our goal, above all else, is to ensure that our sessions provide a positive experience in which the child tastes success and feelings of competence.  We do whatever it takes to provide excitement and joy in the learning process
 

You can stop at any time and are not obligated to sign up for any set number of sessions.  However, we do suggest that you give us a trial of at least six weeks.  By that point, you and your child will very likely have seen a real difference.  If not, we ought to do something else.  Most of our students continue to come for months and some (severe dyslexics) for years.  This is not a "quick fix" situation. 
 

Yes.  You will have to sign a release and we will contact your childís teacher to help coordinate the two programs. 
 

There are many children who need more help than even the best schools and the most caring teachers can provide in a classroom setting.
 

Most kids love to come to our clinic.  Initially, we make it fun using games, computers, prizes and rewards.  After a short time, however, many of these can be phased out.  As the child develops decoding skills and automaticity, the reading itself becomes its own reward.  Many of the children we see CAN read, but reading is no fun because they are operating on a basic level, sounding out virtually everything.  Our program is designed to increase speed and fluency, so that the reading process itself becomes almost effortless, and the content or story can emerge.  When the student truly starts to experience the grip of a story, there is nothing to equal this prize!
 

Yes.  But our program coordinates it all so that the student learns to read, write and spell all at the same time and using the same materials. 
 

The problem with a lot of "tutoring" is that it simply gives the student more of what he didn't "get" in the first place.  We employ highly specialized multi-sensory techniques such as the Orton-Gillingham and Lindamood approaches.  Scientifically valid research studies have demonstrated that these methods work best for students with reading problems---whether they are dyslexic or not.
 

We work with students of all ages, adults as well as children.  Success is greatest when problems are dealt with in the first three grades.  But it's never too late and we see many junior high and high school students flourish as their reading and language skills improve.
 

While these are not as common as reading problems, we have been successful in dealing with all sorts of school related issues.