How do I find a tutor for my child with dyslexia?
There are several national organizations that may be able help you through this process and give local professional referrals. For instance, you can contact the International Dyslexia Association, or the Learning Disabilities Association (LDA). In addition, you may wish to contact your local school district to learn of any free tutoring services offered, or a local university that may have a list of teachers who also tutor.
Wrightslaw Special Education Law and Advocacy has a useful nationwide search tool. Use it to locate tutors and other professionals in your area. You can also contact the Parent Educational Advocacy Resource Center in your state for more options.
Also, LD OnLines Yellow Pages service and LD Resources section have a great deal of helpful information. Search by state for organizations, or find a parent advocacy group near you.
Lastly, you may be interested in Eye to Eye
, a national LD/ADHD movement that pairs students with LD and caring, knowledgeable mentors with similar experiences. The mentorship program provides a fun and safe environment for children to realize their potential as learners.
You may also want to ask the teachers and guidance counselor at your childs school for suggestions for a tutor, since they will be familiar with his/her specific strengths and weaknesses. Local schools often know of great tutors located in the schools neighborhood.
Remember to ask potential tutors about their experiences and what they specialize in before you choose a provider. You want to make sure that the person you choose will be a good match for your child.
My child has a learning disorder and ADHD. I have heard commercials for tutoring centers. Can you give a recommendation as to which is best?
We do not endorse any specific programs, products, or professionals. We do offer a listing of professionals and organizations that provide services to children with learning disabilities:
Also, the following agencies might be able to help you through this process:
Ask potential tutors and consultants about their experiences and what they specialize in before you choose a provider. You want to make sure that the person you choose will be a good match for you and has experience working with children with issues similar to your childs areas of need.
If a child has been identified as having a learning disability and is currently receiving special education for reading, math, writing, and language development, how should this be placed within a school wide reading framework? Specifically, should this c
We have research to indicate that when a student is performing below the level of the reading instruction being delivered in the general education program, the classroom program has little effect on the target student. Instead, tutoring accounts for the student's growth. Therefore, when classroom instruction is not aligned to the skill level of the target student, I don't think it's necessary for the student to be in the classroom for reading instruction. It's better to maximize time in tutoring. (If, on the other hand, classroom instruction can be aligned to the student's needs in meaningful ways, there is evidence, at least in math, to suggest that the student benefits from participating both in the general education program as well as tutoring. Even then, however, the tutoring program accounts for the greater amount of progress.)
A student's ongoing progress monitoring (i.e., weekly or biweekly assessment) should be conducted at instruction level, not grade-appropriate material. (For benchmarking [i.e., 3-4 times per year], measurement should occur at both levels.)
How long should an intervention be tried with little or no progress? Also, should two interventions be tried at the same time if both are beneficial and the student is progressing? Isn't the whole point progress?
Based on our research and others' research, we recommend 10-20 weeks of a validated tutoring program. We don't generally recommend two programs at the same time because (a) due to costs, reduces the number of students who can be tutored successfully and (b) it's possible that the two tutoring programs use different sequences/methods, which may be counterproductive.