Tutor Interview Tip: It is critical that programs are administered to fidelity; if a student is not receiving the required hours per day/week it is NOT guaranteed that they will make progress. The programs and approaches listed here are evidence based therefore, they have to be administered as prescribed. For a student that is reading a year or more below grade level, one whole school period (40 minutes at least) or one hour (students who are a few years behind benefit from twice a-day and will make faster progress). When you are interviewing a tutor ask: - when they had their last training / what date was their original training -whether they received mentoring - testaments from other students/parents of students
NOTE: Many school districts use structured literacy programs incorrectly. Wilson Reading System has four programs, two are for regular students (Fundations and Early Intervention) and are supposed to be taught for at least one period per day and are not for students with dyslexia. Just Words (for students after third grade) and Wilson Intensive are for students with dyslexia or at risk of dyslexia.
Mrs. Sands is a Fellow of The Academy of Orton-Gillingham Practitioners and Educators. She has been a Board Member of the New York State Branch of the International Dyslexia Association and received the N.Y.S. Branch award in 1997. Mrs. Sands is the director of Reading Reform Foundation's teacher training program in New York City schools. Here she supervises expert teaching consultants who work with 75-100 classroom teachers each year. She also teaches graduate level courses in colleges and off site at the Reading Reform Foundation offices.
Reading, Writing and Spelling: A Multi-sensory Approach Participants learn how to teach children to read, spell and write using a multisensory phonetic approach which includes visual (seeing), auditory (hearing) and kinesthetic (writing) modalities. Participants will learn specific techniques for teaching sound-symbol relationships, syllable division and spelling rules. Reading, Writing and Spelling: A Multisensory Approach, Part II, Skills Development Offers hands-on opportunities for planning and implementing effective daily lessons including demonstrating in front of the class and receiving individual feedback from the instructor.