Tag: online tutoring

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As a classroom teacher, administrator, counselor, coach, interventionist or other school personnel you play a crucial role in early identification of reading issues. You can make the difference in a student’s life by ensuring they get the help that they need. As someone working with many students day in and day out, it is critical that you are able to notice signs of a reading difficulty. 

In the classroom, a few tell-tale signs signal a potential reading, spelling or comprehension challenge exists. The student may:

  • avoid participation in reading exercises
  • read the same word differently across a passage
  • read the beginning of a word correctly, but guesses at the rest of the word
  • work 2-3 times longer (harder) to complete an assignment
  • struggle to remember the content of the reading material because, for that student, the process of reading is so laborious.

Most importantly, the student may show limited growth (relative to peers) in reading, spelling or comprehension DESPITE participation in an outstanding academic program. 

As an educator at a prestigious and rigorous school, you know that your students are participating in an outstanding academic program. You know that the instruction in your classrooms is exemplary and you know that you and your peers are giving students what they need to excel. 

Yet, you still find that you have students who have gaps and need extra support with reading and written expression. This is not a reflection on your teaching or the academic rigor of your school. In fact, since you know that both of those are variables are outstanding, you can feel confident that your struggling students need more intensive reading intervention. 

That is where we come in. The clinicians at RW&C have completed advanced training to work with students with literacy challenges. RW&C delivers online, person to person remediation services for reading, writing, and spelling difficulties. Our program is:

  • Based on the Structured Literacy framework and aligns with IDA standards for reading remediation
  • Individualized for each student
  • 1:1 live conferencing with a highly qualified reading clinician 
  • Flexible for busy families

As your students receive targeted, one-on-one intervention for their reading struggles, you will find that it enhances their performance in your classroom and school. By working with a private tutor, your students can have their needs met and get exactly what they need to thrive in a strong academic environment. When you recommend outside intervention to parents, you can help them ensure that their child is receiving the one-on-one, intensive, Structured Literacy intervention they need to be successful. Reading is truly the gift of a lifetime and you are a critical player in giving that to your students. 

Contact us today to discuss if our program is the right choice for your struggling students. 


Becky Welsch
RW&C, LLC
www.rwc4reading.com

Becky Welsch’s certifications include the CEERI Tier I Qualification Exam (aligned with the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading). She has completed the Associate Level Training through the Academy of Orton-Gillingham Professionals and Educators for one-on-one instruction with students using the Orton-Gillingham methodology. 

Becky has a Master’s Degree in K-8 Education She is certified to teach in the state of Arizona and has specialist endorsements in the areas of Reading and Structured English Immersion. 

Becky began teaching in the Arizona public school system in 2007. She worked in both primary and secondary grade levels as a reading intervention teacher and teacher mentor. Becky has training in Spaulding Phonics, DIBELS Next, The 95% Group, and other whole group, small group, and one-on-one intervention programs. 

In 2014, she took the leap into using teletherapy to deliver one-on-one Structured Literacy tutoring. She has accumulated hundreds of hours working 1:1 with students via teletherapy. 

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When it comes to reading instruction, not all programs are created equally, especially for children who struggle with reading due to dyslexia or other learning disabilities. The most effective reading instruction teaches students to decode words in an explicit and systematic process, known as Structured Literacy. As a parent of a struggling reader you may feel like it is impossible to get the help you need. There are many online tutoring programs that are designed to help. While online tutoring can be a great option for many families, it is important to research the program to ensure that it offers effective reading instruction.

What to look for in an Online Tutoring Program

If you are looking for an online reading program, here are a few things to keep in mind when you are evaluating your options:

  1. Synchronous vs. Asynchronous: It is important to understand the program benefits and limitations for your child. Synchronous online programs require that the clinician works with you and your child in real time; this is beneficial because it allows for the clinician to adjust the instruction to meet your child’s needs dependent upon the response given. Participants can ask questions and offer suggestions to receive instant feedback similar to an in- office tutor; however, you may be thousands of miles apart! Limitations of this type of program may include difficulties scheduling meeting times with your clinician.  Asynchronous online programs provide pre-recorded instruction and computer-driven automated feedback depending on the student’s clicked response. These programs provide the benefit of access any time to meet your schedule. Limitations may include the lack of a clinician present to analyze your child’s error and offer techniques to avoid similar errors in the future.  
  2. Trained Clinicians: Just as an experienced and trained clinician is important during in-office tutoring, it is equally imperative in online tutoring. You’ll want to review not only the program but who is delivering the program. Look for online programs with clinicians who have received extensive training in Structured Literacy and have experience to deliver effective reading instruction remotely. Online programs can be very effective but they will only be as effective as the clinician working with your child, so make sure you choose wisely.
  3. Program Components: The National Reading Panel developed guidelines for effective reading instruction relating to phonemic awareness, phonics, morphology, vocabulary, comprehension, and fluency. Additionally, they include in their report methods of independent reading strategies and computer-assisted instruction techniques for students. An effective online tutoringprogram will incorporate these components as recommended by the experts.
  4. Instructional Process: The online program components must be introduced in the logical order of language development, beginning with the easiest concepts then progressing to more difficult concepts. It is paramount to always review the previously learned concepts; continuous and immediate feedback from the clinician is crucial for the skills to become automatic.
  5. Additional Support: Weekly sessions are important, but so is daily practice. Make sure that any program you choose offers resources for both traditional practice and online practice. In order to be successful, your child needs to repeat concepts until mastery. It is important that your child has access to books in an alternative format, such as audiobooks, until they are independent in their reading skills. 
  6. Progress Monitoring:Your clinician should offer baseline assessments as well as progress check points to ensure that your child is making progress. If not, the clinician should have the knowledge to offer suggestions and other methods of teaching to ensure that your child can succeed.
  7. Multi-Sensory Learning: Children are most successful when multiple modalities are utilized. An effective online program should include reading, writing, underlining, highlighting, graphic organizers, colored blocks or letters to manipulate, and other methods to engage your child.

By doing your research to ensure that your child participates in an exemplary online tutoring program, you will be taking an important first step in helping your child become a life-long reader. This is a gift that will last a lifetime!




Timmie Murphy
RW&C, LLC
www.rwc4reading.com
(480) 213-4156
Timmie Murphy is the founder and managing member of  RW&C, LLC; an online and traditional reading intervention clinic specializing in Structured Literacy methodology. While Timmie realizes the limitations of helping every struggling reader; she is dedicated to help one family at a time and can honestly say: “I made a difference to that one.”  See the Starfish Story. 

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As parents, we want to make sure that our children have every chance to succeed and have all the support they need in place. One key component of ensuring academic success is to support literacy skills at home. If you are not a literacy specialist, it can be difficult to know exactly what to do to promote reading at home. Luckily, literacy skills can be practiced in a variety of fun ways that are both effective and engaging. 

Here are just a few ways to support your children at home and strengthen their reading skills. Keep in mind, these are activities that will help support skills your child already has acquired. If your child has a reading issue or needs to make forward progress, they may require more intervention and specialized knowledge than these activities offer. If this is the case, tutoring with a Structured Literacy™ intervention program is recommended. 

  • Flash card matching games: Kids of all ages love to play games with flashcards and they are easy to make using index cards. If your child is younger, use phonics patterns to practice skills they are working on like long a, blends, or consonant digraphs. To play, write several words containing the desired spelling pattern. Players take turns flipping over and reading a card. If they make a match, they keep the word. The player with the most matches when all of the cards are gone is the winner. Here is a short list of grade level appropriate spelling patterns to help you create your game. If your child is older, this can be a great way to practice base words, roots, and affixes. Write several root words and affixes on cards, players flip over each card, read the root or affix and explain its meaning, if they make a match, they get to keep it and the player with the most matches at the end wins. A few common prefixes you can use are <con-> (with or together), <un-> (not, opposite of), <re-> (again). Common roots include <struct> (to build), <ject> (to throw), and <cept> (to take).  For suffixes you can use inflectional endings which change the tense of a word like  <-s>, <-es>, <-ing>, or <-ed> or you can use suffixes such as <-ion> which turns a verb into a noun. Please note this is not a complete list and the roots and affixes your child needs to know will vary by grade level. You can also play memory match using sight words that your child needs to practice. 

  • Swatting games: I used these for independent practice in the classroom and kids love it! Write words using a phonics pattern, sight words, vocabulary words, or bases and affixes on pieces of paper and tape them on the floor. Give each player a fly swatter or they can use their hand. The referee says a word or definition and the players race to be the first to hit the corresponding word on the floor. This game is fast paced, action packed, and can be adapted for all skills and levels. 
  • Practice phonemic awareness: If your child is younger, read lots of rhyming books and books that have a natural rhythm and cadence. “Chick a Chick a Boom Boom!” and Dr. Seuss series are great for this activity. Have your child repeat words and phrases with you and ask them to give you additional rhyming words. You can have your child segment sounds with a rubber band and then blend them back together while releasing the tension. Legos can be used as well with your child pulling down one block for each sound and the running their finger under them as they blend the sounds back together.  Stick with two, three, and four sound words which can be real or nonsense words.  One example would be to progress from “at” to “lat” to “slat.” Clap out syllables in longer words. While phonemic awareness activities should focus on sounds, not letters,  these skills do transfer to reading and spelling. If your child is struggling to spell a word,  these activities can help. Ask them to segment the sounds in single syllable words or the syllables in multi-syllabic words. This will help them ensure they write the correct grapheme for the phoneme in the word. For more ideas on promoting phonemic awareness, check out our blog here. 

  • Make it multi-sensory: There are a variety of ways to make literacy practice multi-sensory and help those skills stick. Use words with a phonics pattern, base words, root words, vocabulary words, whatever your child needs to practice and follow these easy  and fun ways to activate other senses.
    •  Use a bumpy surface. An embroidery board is a great option and can be found at most craft stores. Have children use their index and middle finger to trace letters as they say the sound and letter name. Display the letter using index cards or a projector to incorporate the visual system as well.  
    • Use sand trays. Like an embroidery board, a sand tray provides a rough tactile surface. Have your child trace letters or words as they say the sounds and letter names. 
    •  Use shaving cream. Put some shaving cream on a non-porous surface like a counter-top or window. Your child can trace words and letters in it. This is a fun, messy activity that provides sensory feedback as they trace spelling patterns. 
  • Read, read, read: listen to audio books, read aloud, and have your child read books that are appropriate for their reading level and decoding skills. Ask questions while you read and practice rereading to encourage fluency. You can also practice poems and songs to improve fluency and give your kid some diversity in their reading material. Maps, cookbooks, and directions are great ways to practice reading functional text.  If you are feeling extra creative, you could even create a treasure hunt for your kids.

As you can see, it is possible to have fun and practice literacy at home. Literacy skills are so much more than sitting and reading in silence. Practicing with your child will help support skills they have and may keep them from regressing. 

However, if you  want your child to make forward progress or they need extra support in reading, our online tutoring program can be a good option to supplement literacy activities at home. Contact us today for more information. 



Becky Welsch
RW&C, LLC
www.rwc4reading.com

Becky Welsch is currently an Associate in Training with the Orton-Gillingham Academy of Practitioners and Educators. She has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.

 Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online tele-therapy. 

images from pexel.com


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It is widely understood that, on average, students lose academic skills during summer break. For many typical students, this can be a setback, for students with reading challenges, it can be devastating. Reading does not develop naturally and, according to research conducted by Judith Birsh “is highly dependent on language development and quality instruction” (2005). Without quality instruction over the summer months, many students will fall behind.

In 2018, the Northwest Evaluation Association conducted a study to determine how significant the summer slide is for students in grades 3-8. The results were sobering, with third grade students losing nearly 20% of their reading gains they had made during the school year. As students got older, this regression became even more alarming with the average student losing 36% of reading skills they had gained in 7th grade over the summer months (NWEA, 2018). 

While these numbers are alarming, they are not inevitable. Individualized, systematic, Structured Literacy™ based tutoring can help ensure that your child does not lose close to 40% of what they learned during the school year. If your child struggles with reading, this is even more important as underlying phonological deficits as well as working memory issues make learning and retaining skills even more difficult.  However, using scientifically based reading intervention with children has been found to make “significant and durable changes” in their brain’s organizational systems and patterns and in turn, significant reading gains (Birsh, 2005).

When you are exploring your options for summer tutoring for your child, it is crucial that you choose a program that follows the Structured Literacy™ framework (also known as the Orton-Gillingham approach). In addition, the tutor delivering the instruction should meet the guidelines laid out by the International Dyslexia Association for remediating reading difficulties. The program should also be individualized and customizable for your child. No two children need the exact same instruction which is why many box programs that are scripted cannot and do not work for everyone. Here at RW&C our highly trained and qualified reading clinicians meet IDA guidelines and are able to use their professional knowledge to personalize their instructional approach when needed. In order to prevent summer regression, your child needs personalized instruction. Additionally, the tutoring your child receives needs to be systematic, cumulative, explicit, and sequential in its approach. The program developed by RW&C explicitly teaches phonological awareness, phonics, syllabication, morphology, fluency, vocabulary, and comprehension in a systematic and cumulative way until mastery is reached. The online tutoring program also uses diagnostic assessments as well as informal observation to customize each session to the needs of each client.

Other than program and clinician qualifications, it is also important to think about your schedule and lifestyle during the summer months. While instruction is important, so is the ability to have family time and opportunities for fun. Many families find intensive in-person programs to be impossible to navigate while still traveling or engaging in other activities. This is where an online tutoring program can be a perfect fit. Generally, online programs are more flexible and they can be done anywhere. Going on a trip? No problem, as long as you have internet access you can logon and have your child meet their reading clinician for their tutoring session. I have even had families use their phone as a hot spot so we could meet while they were camping. Online tutoring can fit into your busy lifestyle and allow you the flexibility you need to meet your child’s needs and still enjoy activities and trips. 

If you are considering an online program, it is important to critically evaluate all of your options and decide what will work best for your child and budget. In order to be effective, it must be multi-sensory and explicit. If you are evaluating different online programs, check out this useful checklist that can help you make an informed decision on what is right for your child. 

The summer slide is scary, but it is not inevitable. With quality Structured Literacy™ tutoring, your child will not only retain what they learned during the school year but will also make progress towards mastering new skills. By enrolling them in a tutoring program, you are giving them the gift of reading, which lasts a lifetime. 

For more information on our online tutoring program, contact us today. 


Becky Welsch
RW&C, LLC
www.rwc4reading.com

Becky Welsch is currently an Associate in Training with the Orton-Gillingham Academy of Practitioners and Educators. She has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.

 Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online tele-therapy. 

Sources: Multisensory Teaching of Basic Language Skills, Judith R. Birsh 2005

http://dyslexia.yale.edu/resources/parents/stories-from-parents/taking-time-for-summer-fun/

Summer Learning Loss: What We Know and What We’re Learning

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When we think of reading issues like dyslexia, we often only consider how to help students be successful in their language arts classes. However, many learning issues that are related to dyslexia  can impact a student’s performance in other academic areas as well.  Students with reading difficulties need to have the appropriate accommodations and scaffolds in place so they can truly thrive in all environments. 

Math: For many students, accommodations needed to be successful in math classes can be overlooked because we often do not think of dyslexia as impacting performance in math. This could not be further from the truth. Many students who struggle with reading also struggle with rote memory issues. This can make memorizing math facts very challenging and hinder their ability to complete higher-level problems. Often, these students  can perform more complex mathematical calculations but their inability to memorize multiplication facts makes it nearly impossible for them to do so in an efficient manner. One way to support dyslexic students in math classes is to give them references for math facts. This may include multiplication charts, number lines, or even calculators to aid in solving memory-based math problems. 

Another simple and easy to implement math accommodation is to allow students to use graph paper. Often students who struggle with reading and writing will have trouble lining up problems and organizing their work. Graph paper provides a way for them to line up their numbers so that they can solve problems correctly. If you are a teacher who wants to try graph paper with your students, make sure to teach them how to use it correctly. Like any other math tool, it is only effective if students know how to use it to help them organize their work. 

You may also notice that many students have trouble with word problems. You can accommodate them by allowing the problems to be read to them. You can also teach them critical reading skills as they relate to math. Things like finding key information and coding problems using boxes and circling key words can help students with reading difficulties be more successful in solving word problems. If you are a teacher using this strategy, teach students how to find, code, and use essential information in word problems. It takes time to teach a consistent system, but it is extremely helpful for all students, especially those who struggle with reading. 

Social Studies:  As children get older, this content area becomes very reading intensive. Make sure that all teachers are following reading goals and accommodations for all students. These may include extra time on assignments or having audio options for grade-level text. Teachers can also re-write complex passages to an easier reading level but still include all key information. 

If you are a teacher and want to try re-writing text to make it more accessible to students who are not reading at grade-level, this can often seem like a daunting task. To make it more manageable, first decide on the main idea. Ask yourself “What do I want students to take away from this text?” If you are teaching the revolutionary war it might be something like “There were many important battles in the American Revolution.” If this is the case, you are going to type out this sentence somewhere in the beginning of the text. Make the main idea obvious for students who struggle. Then you will add in details from textbook or other text that you are using for reference. Break down complex sentences. Rather than  stating “The battles of Lexington and Concord were crucial battles that showed the British that the Americans were a force to be reckoned with,” you can make this same idea two simple sentences. “The battles of Lexington and Concord were critical battles. They showed the British that the Americans were able to fight.” The important thing here is not to create a literary masterpiece but to make the text more accessible to student who struggle with reading. Once you finish, you can turn on readability in your word processor and it will give you an approximate grade level of the final text. 

This may seem like a daunting task, but the more you practice the easier it will become. Additionally, with 1 of every 5 students having dyslexia, I guarantee you will have more students in the future who have trouble with grade-level reading. You can use these resources for years to come and share with colleagues. The benefits to students are immense as it allows them access the content without their reading abilities hindering them. 

Another accommodation that can help students who need reading intervention is to allow them use graphic organizers to sequence key events. A hallmark of dyslexia is difficulty sequencing so using a graphic organizer consistently can help them understand and internalize the content more efficiently. 

Science: Like Social Studies, this subject can be quite reading intensive and difficult for students who are not reading at grade-level. One way to help students with dyslexia be more successful in science is to pre-teach all content specific vocabulary using visual, auditory, and kinesthetic processes before asking them to read it in text. Teachers may even consider having them make their own dictionary of science related words with pictures and drawings to help them remember the vocabulary. 

Another way to make science more accessible to students with reading difficulties is to break down directions for experiments into multiple parts. Children with dyslexia often have issues with sequencing multi-step directions. Breaking directions down into simpler steps can help them be more successful. 

Science teachers may also try using graphic organizers for them to categorize, classify, or sequence what they are reading. Having a consistent way to organize information can help them when they need to recall facts or when they are completing a reading assignment. 

Another way to help students with dyslexia and other reading difficulties in a science class is to find audio books of their text. Often, science text is complex and above the reading level of even proficient readers. Having audio options available can help ensure that students with reading issues are still able to access the content. If you teach science, you may also want to re-write some of your textbook at a lower reading level. Check out the directions in the social studies section for some tips on how to do this. 

Although we may traditionally think of dyslexia as primarily a reading issue, it can and does often affect all academic areas. By pushing for accommodations in other areas, you can help your child be more successful. As a teacher, you can help your students achieve in your classroom by mitigating the role of their reading difficulty and providing them access to the curriculum. 

If you have academic performance concerns about your child or a student, Structured Literacy Intervention (also known as the Orton-Gillingham approach) can help with reading success. Contact us today for more information for yourself or to pass along to parents. 

Our online program is effective reading intervention that fits your schedule. 

Becky Welsch
RW&C, LLC
www.rwc4reading.com



Becky Welsch has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.
Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online teletherapy. 

Images from pexel.com

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For many kids, the beginning of the school year can be a time of butterflies in their stomach and stress. If students struggle with reading, spelling, or written expression, these worries can be intensified. While I am not a child psychologist, I have seen my fair share of the first days of school and kids with apprehension about their new grade level both as a teacher and – a parent. If your child is not looking forward to the beginning of the year it can cause you both to worry. Here are a few simple and easy to implement solutions that you can help calm your nervous child and set them up for success this school year. 

  • First and foremost, make sure your child is getting the support they need. You are their number one advocate. Whether that means having an IEP meeting, writing up a reference sheet of IEP accommodations for their teacher, or making sure your child is getting the Structured Literacy tutoringthey need to be successful you need to be their voice. It’s also important to make sure they know what is going on and what is going to be expected from them. Talking through their accommodations and discussing when and where things will be happening can do wonders to help calm your nervous child. 
  • Once you know that proper supports and interventions are in place both inside and outside of school, as a parent, you want your child to know that there are ways to talk about the worry they are experiencing. For some children drawing or writing their worries may help. As tempting as it is, try not to ask them to “calm down” or “not worry about it.” Your child needs a place to express their concerns through talking, drawing, and writing. Make sure your child knows they can come to you with their worries concerns. 
  • Come up with a schedule. All kids function better with structure and predictability. This is particularly true for kids who are having apprehensions about their school schedule. Talk to your child about your family schedule, their after-school activities, and any other events. Make sure to include after school tutoring if your child needs additional reading support. For some busy families online tutoringmight be a good option to get in the intervention without sacrificing too much family time. 
  • Help your child practice deep breathing skills. Once they are able to identify their worry, they can begin to use practical skills to help lessen it. One important way to calm their nerves is to help them learn to focus on their breathing. There are tons of different deep breathing techniques available on the internet and you need to find one that works for your child and aligns with your family belief system. 
  • Help your child create a toolkit for home and school. This may include some supplies like a stress ball to help them manage their nerves. You may also try using Velcro to attach a textured fabric like flip sequins to the underside of their desk. This gives them something to do with their hands when they start to feel worried at school. Having it underneath the desk is discreet and does not distract other students. For this one you are going to want to make sure it is ok with your child’s teacher. If under the desk in not an option, consider a small piece of fabric in their pocket that they can run between their fingers to help calm them. 
  • Make sure your child is having all of their physical needs met. Many stress related issues can tend to rear their heads when you don’t get enough sleep or have a poor diet. Make sure your child is sleeping and eating well. 
  • Also make sure they move their body every day. Exercise releases endorphins that improve mood and reduce stress naturally. Not every family enjoys traditional exercise but there are many fun ways to make sure your child is moving everyday. Going for a bike ride, playing outside, jumping on a trampoline, or making up silly dances to your favorite songs are all some fun ways to help your child get moving. 

These tips may help  to reduce mild angst related to going back to school. Keep in mind that many bright students struggling with literacy skills may develop stress in trying to deal with their deficits. If this is the cause of your child’s stress, we can address these deficits in a comfortable environment….your home….via audio-video conferencing with a certified literacy specialist.  If your child continues to struggle or has intense anxiety symptoms, it is always a good idea to check with your doctor. 

Once your child is able to feel calm and comfortable, they can begin to thrive at school. If they struggle with reading, spelling or written expression, it is imperative that you get them involved in Structured Literacy tutoring. Our online option is a good fit for many families. Contact ustoday to learn more.

Becky Welsch
RW&C, LLC
www.rwc4reading.com



Becky Welsch has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.
Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online teletherapy. 

Additional Resources:

Dealing with School Anxiety: Powerful Things That Adults Can Do
Coping with Back to School Anxiety

https://www.psycom.net/help-kids-with-anxiety

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Up until about ten years ago, there was a prevailing theory in reading instruction that some children simply took longer to mature. If they were having reading difficulties, time would somehow fix them, and they would eventually catch up. In short, these children were seen as being “late bloomers.” Teachers would tell parents to wait and see and early intervention for reading was delayed under the assumption that these students simply needed more time to catch up to their peers. 

This was known as the developmental lag theory and was the prevailing ideology for nearly 30 years. It was also the justification for waiting to intervene in reading until the difficulties were quite severe. However, as our understanding of reading instruction has grown, this theory has been disproven by the evidence. 

New research indicates that early intervention with an appropriate Structured Literacy program is crucial to closing the reading gap. This new theory, known as skill deficit, indicates that waiting does not work and that children will not pick up literacy skills without explicit instruction. The old approach of wait and see is actively harmful to struggling readers as it causes them to fall further behind instead of addressing their reading issues. 

The research behind skill deficit theory is substantial and indicates that students who struggle with reading need early intervention as it makes their reading success significantly more likely. In fact, 90% of students who struggle with reading difficulties will achieve grade level reading outcomes if they receive reading intervention by the first grade. However, if intervention is delayed to age 9 or later, 75% of these students will continue to struggle throughout their school career. Furthermore, if students get reading intervention in the fourth grade as compared to the end of kindergarten, it will take them nearly four times longer to make the same amount of skill gains. 

So, what does this mean for parents and teachers? Well, quite simply put, it means that late bloomers are not going to bloom without some help. Children who struggle with early literacy skills have the best chance of catching up if they are given appropriate Structured Literacy intervention. The earlier they can start, the better their outcomes. 

Students who do not receive appropriate early reading intervention can seem to be stuck in a sort of downward spiral, but it does not have to be this way. While it is clear that we cannot “wait and see” to improve reading, there are methods of intervention that are supported by the most recent reading research. 

If your child struggles with reading, it is critical that they get the help they need. However, not all reading intervention is created equal and if you want to close the gap, you need to make sure their intervention is appropriate. Teaching something the same way repeatedly will not cause them to magically “get it.”

At risk readers need explicit, systematic instruction. They need an OG based program like our online tutoring program that emphasizes phonological awareness skills like rhyming, phoneme segmentation, blending, and substitution. They need explicit and systematic phonics instruction as well as direct instruction in vocabulary and word meanings. A quality program will also include direct and explicit instruction in morphemes and include significant practice time. A fluency component will also need to be directly taught so that children learn to read quickly and accurately. Comprehension also needs to be included and specific. 

With appropriate and early intervention, children who struggle with reading can and do catch up to their grade level peers. As a parent, we want our children to experience success and an effective reading program is one of the best ways we can ensure they learn to read.

After reading this, if you have an older child, you may feel disheartened. Don’t. While early intervention is more effective, you can still intervene with older students. The process may be slower, and it may require a more intensive schedule, but it is possible. 

If you are looking for an effective program for your child, regardless of their age, our online tutoring may be the right fit. Our trained reading clinicians work with your child one-on-one using research-based techniques. With the right help, your child can succeed. 

Becky Welsch
RW&C, LLC
www.rwc4reading.com



Becky Welsch has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.
Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online teletherapy. 

Sources:

https://www.aft.org/periodical/american-educator/fall-2004/avoiding-devastating-downward-spiral

https://www.greatschools.org/gk/articles/reading-disorder-or-developmental-lag/

https://www.readingrockets.org/article/waiting-rarely-works-late-bloomers-usually-just-wilt

Resources for Choosing an Intervention Program: 

https://rwc4reading.com/wp-content/presentations/Online%20Reading%20Program%20Evaluation%20Checklist.pdf

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Studies have shown that children are interacting with the online world at young ages. Between social media and online gaming, we are all bombarded with increased technology. This is often viewed as a negative. However, there are ways to use technology to our advantage. From our state of the art online tutoring program to educational games, conscientious media use can be used as a tool to help our children learn.

dyslexic word artIt is a fact of the modern world, media and screens are everywhere. From iPads to cell phones to computers to video game systems, we are bombarded with digital media. We can get news and information faster than ever before. This is true for us as adults and for our children.

There is no denying it, children are accessing more media, more often, and more quickly than ever before. In fact, a new report shows that children as young as infants have access to personal media devices. The average American child spends about two hours in front of a personal screen. This is in addition to about 48 minutes spent watching TV.

While there are numerous studies about the negatives effects of screen time, this blog is not going to delve into those. The reality is that screens are a part of life. In fact, as I sit here writing this blog my son is reading a story on his iPad and my daughter is watching a video of other kids playing with toys (side note, what is it with those videos and why didn’t I think of them?).

What I am going to focus on is how we as parents can use the screen to our advantage as tools to help develop and foster learning. Not everything on the internet is education (as evidenced by the toy unboxing videos) and some of it can be dangerous. It is our job to make sure that our children interact with high-quality media that will enhance their learning as often as is possible. And of course, we have to make sure to keep them safe.

mosaic flowers1With that said, let’s look at some ways that technology use at home can help enhance critical thinking and literacy development. Keep in mind while you are reading that I am not a doctor and anything I recommend is based on my personal opinions, not expert advice.

  1. Online tutoring The program we have developed at RW&C uses technology and media to help students with reading difficulties. We use video conferencing software to provide one on one, real-time tutoring. We also offer a multitude of practice activities hosted on our website to help you practice at home.

This is a great use of technology for parents who live in remote areas or don’t have time to commute to a reading tutor. Our program is effective and helps save time. You don’t have to spend hours stuck in traffic or juggle your daughter’s dance class with your other child’s tutoring sessions. We work around your schedule. This is one way that technology can help enhance your child’s learning.

  1. Educational apps. There are a ton of apps that can help reinforce various skills and help your child practice. In fact, we even use a game based web program as part of our online tutoring practice. This can be a great way to get kids engaged and interacting with learning content as part of their screen time.

If you aren’t sure where to start when it comes to education apps, check out this helpful list of literacy apps put together by the International Dyslexia Associate. Just remember, an app is a great way to reinforce skills, but if your child struggles with reading, you will need to make sure that these skills have been explicitly taught.

When you sign up for our online tutoring program, our reading clinicians assess your child and design their online learning games to specifically reinforce concepts that they have been working on. This can help take some of the guesswork out of it for you and make sure that the time your child spends on screen is valuable learning time.

  1. Audiobooks. Audiobooks are a great tool for both struggling and proficient readers. It allows children to access content that is above their reading level. This helps improve their vocabulary and their listening comprehension.

mosaic-books-to-ideasIf your child struggles with reading, this is something you need to take advantage of. Since many struggling readers cannot read at grade level, they are not able to access grade-level content. This leads to gaps in vocabulary knowledge. Audio books are one way to help bridge these gaps and ensure that your child has access to grade level (or above vocabulary).

There are many audiobook apps for both Apple and Android devices. Your local library may even offer access to free audio content.

  1. Online dictionary and thesaurus references. These can help children spell words, define unknown words, come up with synonyms to enhance their writing and more. They are valuable literary resources for students.

While this is far from an exhaustive list of all the ways that technology can help enhance literary learning and reading intervention, it hopefully gives you some ideas on how to make your child’s screen time more educational.

However, keep in mind, that if your child struggles with reading and is not making adequate progress, an app or an audiobook is not going to be the magic cure. They need Structured Literacy Intervention which has been research proven to help remediate reading difficulties. One way to access that is with our online tutoring program. Contact us today if you need more information.

And now, it’s time for me to go tell my children that they need to put down their iPads and play outside. Wish me luck…

Becky Welsch

RW&C, LLC

www.rwc4reading.com






Becky Welsch has a Master’s degree in K-8 Education. She is certified to teach in the state of Arizona and has special endorsements in the areas of English Language Learners and Reading.

Becky has worked with struggling readers in the primary as well as secondary grades. Her experience also includes intensive reading intervention both in person as well as with online teletherapy. 
Becky has experience with early literacy skills like phonics and phonemic awareness development. She has used several structured literacy programs including Language! and Spalding phonics. She is also trained to administer DIBELS tests and has worked with the DIBELS Next reading remediation program.