.10 Reasons Why Our Clients Would Come Back for More (If They Could)
- We “read” your child so that your child will be understood for good.
- Your child sees success as never before (with proven child-friendly data charts) and start taking risks with a confidence never seen before at home and in the classroom.
- You feel validated, as someone is there for you and your child one step at a time, and one question at a time, who is not afraid to know and continually analyze your child’s learning responses to the very root of her struggles.
- You catch your child’s underlying difficulties before the fight if you check our warning signs below.
- Your child’s strengths are uncovered so that she raises her hand in the classroom at the right time.
- You start to understand the concept of saying goodbye to the person helping your child, who is functionally reading in a new, different, exciting, and refreshing way, with his or her goals reached.
- We come to your child’s school (no carpools) and work with administrators to pick an ideal time to work with him or her (if you hurry and reserve your spot before we close our first batch of children for admission).
- Other children are jealous of your child and ask why they can’t come too.
- Your child is not jealous of other children! He will think he’s playing games (which he is).
- You meet someone who spends more hours than you do thinking, analyzing, and refreshing the picture of your child, to make sure the most ideal program is working for your child, moment by moment, to reach his goals!
Is there a way to predict if my child will struggle with reading so I can fix any potential issues before they arise?
That’s what I call a parent who wants to do it right! Yes, we evaluate preschool children to confirm an underlying difficulty and work with them to ensure that they have an easy time learning to read. Look out for some of these “green” flags. They mean “go” to connect with us.
Warning Signs of Potential Reading Problems
WITHIN High Language Skills
- Some retrieval concerns, like a child forgetting a word right before he or she wants to say it (for example, the name of a cousin) but saying it smoothly a different time.
- Mixing up closely associated words (for example, shalosh seudos and havdala); words, concepts, or activities that were introduced together; and opposites (for example, “sooner” and “later”).
- Mixing up consonants in a word (for example, “roller stoaker” for “roller coaster”).
- Getting mixed up when reciting something already known (like abc’s or counting).
- Perceiving similar words with different vowel sounds (like “pat” and “pet”) incorrectly.
For happy references, please text (443) 683-1994 or e-mail email@example.com.
Esther Friedman is a Reading Specialist and Special Educator with a Master’s of Education in Reading and 17 years of experience professionally helping children both in private practice and in the public and private school systems. She has an inside scoop on what works within the school system, as she directed a resource room in Silver Spring before moving to Baltimore. She is the founder, owner, and director of Visionary Reading, a service that allows families to provide their children with the opportunity to be “read,” one reader at a time. You can check her out at www.visionaryreading.com.