Frequently Asked Questions

  • For students with dyslexia and language-based learning disabilities, tutoring sessions should take place for 45-60 minutes at least twice a week.

    Students with dyslexia need consistency; frequent repetition and exposure are essential to make progress.

    Sessions once a week would be beneficial if your child needs extra support in reading skills.

    I can tailor lesson frequency according to your individual needs. 

    • 1:1 remediation (1x / 2x / 3x per week)

    • 45- to 60-minute sessions

    • Small group tutoring (up to 3 students)

    • Tracking and monitoring student progress toward reading goals

    • Regular assessments to monitor progress and adjustinstruction to meet individual learning needs

  • I am located on the north shore of Nassau County, Long Island and offer in-person sessions in the surrounding areas.

    Virtual sessions are available for those outside of the immediate area or for convenience needs.

  • No! Explicit, structured literacy is beneficial to all students regardless of a diagnosed learning disability. For all students, early intervention is essential.

  • Orton-Gillingham is an approach that utilizes the principles of structured literacy to deliver individualized instruction for students who can benefit from further support in reading, writing and spelling.

    Orton-Gillingham is based upon the tenets of multi-sensory and explicit instruction that is structured and sequential. Instruction is flexible and individualized based on your child’s needs and continually monitored through assessments.

  • The Orton-Gillingham approach is beneficial because we progress based on your child’s needs. It is individualized and flexible.

    Through continued assessment, the instruction is responsive to the individual student. With consistent instruction, you will see development of fluency and meeting reading goals.

  • Structured literacy refers to the systematic method of instruction that teaches word identification and decoding strategies.

    I focus on three core pillars:

    • Explicit Instruction
      Don’t wait for your child to “pick it up” on their own. I teach every rule of reading, directly and clearly, and ensure that they feel confident and supported at every step.

    • Step-by-Step Progress (Systematic)
      I help build skills in a specific order, from simple sounds to complex sentences. Your child will never be asked to do something they haven't been prepared for, which eliminates frustration.

    • Built Around Your Child (Diagnostic)
      No two students are the same. I use continuous, informal assessments to determine exactly where your child is stuck. We’ll stay on a topic until it has been mastered, ensuring a rock-solid foundation before moving on.

    By teaching the “code” of reading — including sounds, syllables, and word meanings — I transform reading from a stressful chore into a skill your child can use automatically.

    The goal is to create independent, confident readers who no longer struggle to keep up.

  • During the initial consultation, I will conduct assessments to determine the prescribed instruction and set goals.

    During each session, I will informally assess students’ progress. Every few weeks, I will conduct formal assessments to measure progress and adjust goals.

  • Yes! I am happy to confer with your child’s team at school.