Our Specialties

Here is an overview of some of the learning difficulties we address.

Dyslexia || Dysgraphia || ADD || Auditory Processing Disorder

Language Processing Disorder || Learning Difficulties

—Dyslexia—

The Dyslexic Individual has problems with reading, writing, spelling, speaking, processing the language (what they hear and what they say or write), and math, which has a language of its own. Dyslexia is not at all a sign of low intelligence, in fact, many people with dyslexia have talents and skills in other areas that far exceed their peers. Due to this discrepancy, they may feel frustration, failure, and low self-esteem. In school and at the homework table they may put their head down, visit the nurse, give up, hide, or be silly. Sessions with the Towson Tutor are structured and presented in just the right way to meet these challenges.

—Dysgraphia—

Dysgraphia is a learning disability that can accompany attention deficit hyperactivity disorder (ADHD or ADD). Dysgraphia affects handwriting, spelling, and the ability to put thoughts on paper. It makes the process of writing extremely slow, and the product often illegible. Forming letters requires such effort that a child may forget what he wanted to say in the first place. Practicing letter formation in multi-sensory ways during sessions, using graphic organizers, and repeating what we want to say can help to overcome this difficulty.

—ADD—

Attention deficit disorder can show up as either trouble focusing on the tasks at hand, or over-focusing on certain things. Children may have difficulty following directions, completing work, and maintaining interest. ADD differs from ADHD in that hyperactivity is not present in these individuals. Some children with ADD will also experience sensory overload, which can lead to shutting down. Children are distracted frequently and often rush due to time constraints. Our structured sessions aid in organizing the child’s approach to learning, and keeping them on task.

—Auditory Processing Disorder—

Auditory processing disorder is not considered a learning disability, but children with APD often struggle in school. APD is diagnosed by an audiologist, but unofficially if you have noticed that your child has trouble understanding oral directions, keeping up with conversations, spelling, and phonics, they may be having auditory processing difficulties. Our multisensory approach to teaching and learning supports these individuals.

—Language Processing Disorder—

Language processing disorder appears as the child does not understand the meanings and or the order of words either spoken or written. The child may have trouble expressing themselves clearly for others to understand and relating to what others are saying to them. In addition, reading comprehension difficulties will be reported by the teacher by grade 2. Practice organizing our thoughts with graphic organizers can be of assistance to these learners.

—Learning Difficulties—

Learning difficulties often show up early in the child’s school career, grades 1 to 3. The child does not like school, avoids homework, and does not want to read, or in some cases may not want to be read to by the parent. Anything associated with reading or writing is a struggle for the child with unspecified learning difficulties. The child may find joy in playful environments and activities but is not at all interested in school-like activities. The light but focused approach with the Towson Tutor assists these learners in feeling that academics are more accessible to them.

Here are some of the tools and techniques we employ.

Modalities; how we learn best

Kinesthetic: Require movement to learn - large motor air writing, ball toss for sounds and syllables, dramatic representations for vocabulary, main ideas, details, stand up sit down to show skill knowledge  

Tactile: require hands-on learning clay, sand, tracing, mazes, manipulating puzzles, letter tiles, hamburger pieces for paragraphs, index cards, and post-its with words or ideas to move around to work through thinking

Auditory: for auditory learners, we talk through ideas before writing, use speech to text, and listen to playbacks of the work. We also use whisper phones to provide auditory feedback that is refreshing and stabilizing for your child.

Visual: some tools we use for visual learners, as well as multi-sensory learners, are Idea maps, drawing out thoughts, and even playing our own version of Pictionary for vocabulary and reading comprehension. Each session’s agenda is also written out in pictures!  

Methods

—Orton Gillingham—

The Orton Gillingham approach to reading and spelling is multisensory in that it utilizes all of the modalities in most lessons. Children use their hands to manipulate clay, sand, and shaving cream, or to cut, highlight, or match sounds and syllables. Students gain a foundation for tackling all unfamiliar words from the smallest to the largest by learning the seven-syllable types and the spelling patterns of our language. 

—Phono-Graphix—

The Phono Graphix program is based on and proven effective by extensive research. It is a curriculum designed to teach children how to read and spell the way they naturally think and use terminology with which they are already familiar. The core of the program is in building words with letter tiles and then writing what was built by the child with guidance from the teacher. By using the tiles, the three key foundational reading skills of segmenting, blending, and manipulating phonemes are all addressed simultaneously and efficiently.

—Handwriting without Tears— 

Handwriting Without Tears is a multi-sensory, fun, and developmentally appropriate method for teaching handwriting. Children become more automatic and comfortable with the skills involved in writing neatly. 

—Building Writers— 

Building Writers is a structured writing curriculum with a focus on opinion, narrative, and descriptive writing. The topics are both informative and engaging and the expectations for students are clearly defined.