What to Expect

How is an educational therapy session structured?

A session is structured to cover the goals set at the outset of our work together. Each session will differ, but will usually follow a similar structure. Initially, we review what was previously learned. This is to provide continuity, see what has been mastered, and to assist with direct instruction. The next step involves bringing in new materials. For reading and spelling the structure is similar in that the material typically follows a four step process of looking at meaning, how words are built, connecting them to relatives and then looking at the phonology. This process helps simultaneously with reading and spelling. It helps with grapheme choice and connects the words to meaning, as well as expanding spelling rapidly via meaning. All steps include a multi-sensory component that works to increase retention of information. Sessions often incorporate writing, reading and if needed Real Script work for dysgraphia. Math coverage follows a different set of structures.

How frequently does tutoring occur?

The more frequently a student comes for tutoring, the quicker the changes will happen. The ideal situation is 4 times a week. The minimum frequency is twice a week.

Where is tutoring done?

Tutoring occurs in the San Clemente office. Online tutoring is available for students out of the area. Online tutoring students need to have access to a computer with a camera. Contact us for details.

Online tutoring benefits

  • Convenient
  • Saves travel time and expense
  • Access to trained educational therapist
  • Individualized
  • Need computer with web camera
  • Share screen during session
  • Supplemental online practice optional
  • Contact me now for available dates and times

How do you address sight words?

There are certain words in our English language that just don't follow the rules. These are often referred to as "sight words". Actually many of the words on the Fry or Dolch list do follow decoding rules. The problem is that not everyone knows just what those rules are. So the first step is teaching those to the students. We also teach structure, etymology and morphology of sight words. These seems to help student learn about these "sight words" and often they will be able to remember these stories to for future spelling of these words. For students who struggle in working memory, they may need additional assistance. We use a multi-sensory approach to assist with retention. No matter which way works best for your child, we ask that at home review or practice can be of assistance.

Can you help an older student?

Yes. Older students tend to have learned quite a bit more than a younger student. The goal is to determine what concepts the student has mastered and which concepts are still a mystery. Because Orton-Gillingham is systematic, we can easily find the areas of need and focus just on those areas of weakness. The great part of working with older students is that they already have the ground work, and focusing on just the holes in the phonologic process gives them great confidence that they can be skilled readers and spellers.

Get more information now!

Email: lisa@lisaklipfelmft.com

Structured Literacy

  • Multisensory
  • Direct Instruction
  • Systematic & Structured
  • Incremental & Cumulative
  • Continuous Feedback
  • Applied Linguistics

Areas Covered

  • Phonology
  • Morphology
  • Etymology
  • Sight Words
  • Print formation
  • Mathematics
  • Comprehension
  • Grammar