If you are a parent with a child that had a delay in talking, mispronounced or continues to mispronounce words, possibly switches the order of two or more letters or syllables within words, these types of errors may be precursors to a delay in reading. Other symptoms may include difficulty remembering the alphabet in its correct sequence, confusing similar looking letters (such as b-d, p-q , n-u, w-m) or being able to read words one day and not the next. Perhaps you are noticing that while other children are reading and sounding out words, your child relies on reading (or misreading) words by sight. He or she may frequently look at the beginning of a word and guess what it says, having no clue to the mystery of how letters could be linked to sounds.
You also may have noticed that your child has little knowledge of how to isolate and separate sounds within words, or how to blend sounds to form a word (i.e., phonological awareness). Without the knowledge of phonological awareness, fluency in reading cannot be attained. Some of these symptoms may or may not suggest that your child is at- risk for dyslexia. What is of primary importance is that your child finds reading to be difficult and challenging.
Research shows that every child can benefit with intensive, specialized, structured instruction that is explicit, systematic, cumulative and multisensory in its approach. One phone call or email to Brenda Guberman is one step forward to begin the process of meeting the needs of your chiId. I am here to help remediate the underlying channels of learning, along with the specific reading skills that are interfering with your child's ability to read fluently. I can help your child whether he or she is dyslexic or not, to reach his or her potential and and close the gap in reading.
Has your child received additional reading intervention and yet continues to fall behind his peers? I can help! I will, if necessary, administer a full Educational/Learning Disability Evaluation, or I will supplement a school district’s evaluation. Then, should the evidence suggest that there is a learning disability, I will present my test findings to the Committee on Special Education (CSE). I will help develop an Individual Eduacation Plan (IEP), and insure that your child will receive the reading services and accommodations he or she needs to be successful in his or her regular classroom environment.
Finally, and most importantly, whether or not your child is classified, I will teach your child to break the “mystery” code for reading and spelling. Believing that every single child can learn to read, I can close the gap in reading and give your child back the confidence to rise to the level of his or her full potential.
My tutoring sessions run 1-hour in length with additional time reserved for feedback and discussion. During that time, and whenever possible, I will also suggest ways for you to support your child at home.