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In this 2-3x/week, private class, your learner will gain the skills needed to become a successful reader. Based on the Barton Reading and Spelling program, this class ensures intensive and systematic instruction tailored to dyslexic learners. Depending on the learner’s pace and age, it typically takes 3-5 months to complete a level (except levels 1 and 2, which are shorter). All students must enroll for at least 2x a week to participate.

Before starting, each student will take a short assessment to determine the appropriate level. Most students begin with level 1 unless they have had prior intensive Orton-Gillingham instruction.

Our classes are highly interactive, with learners engaging with me and the materials throughout the session. All manipulatives will be displayed on-screen, so it's essential to use a computer that supports the remote control feature on Zoom (iPads are not recommended).

This program is very systematic and includes plenty of repetition to ensure mastery.

Teaching Style:

While this program is "intense," my teaching style is light-hearted and stress-free. I aim to keep classes enjoyable and engaging, encouraging students to take risks and view mistakes as learning opportunities. I follow the learner’s cues, incorporate short movement breaks, and reserve the last 5 minutes for game time.

Topics Covered:

Level 1: Phonemic Awareness

Lesson 1: CV and VC nonsense words

Lesson 2: CVC nonsense words

Lesson 3: VCC nonsense words

Lesson 4: CCV nonsense words

Lesson 5: Rhyming & Real Words

Level 2: Consonants & Short Vowels

Lesson 1: A, B, F, M, P, S, T

Lesson 2: I, C, G, H, L, N, R

Lesson 3: O, D, J, K, V, Z

Lesson 4: U, W, X, Y, QU

Lesson 5: E, SH, TH, CH, WH, CK

Level 3: Closed & Unit Syllables

Lesson 1: Blends at the End

Lesson 2: Blends at the Beginning

Lesson 3: Blends at Both Ends

Lesson 4: Digraph & 3-Letter Blends

Lesson 5: Spelling–Floss

Lesson 6: Spelling–Kiss the Cat Rule

Lesson 7: Spelling–Milk Truck Rule

Lesson 8: Spelling–ING INK Units

Lesson 9: Spelling–Catch Lunch Rule

Lesson 10: Spelling–Contractions

Lesson 11: Spelling–Kind Old Units

Level 4: Multi-Syllable Words and Vowel Teams

Lesson 1: Open Syllables

Lesson 2: Syllable Division Rule #1

Lesson 3: Syllable Division Rule #2

Lesson 4: Spelling–/k/ in the middle

Lesson 5: Spelling–Double Letters

Lesson 6: Spelling–Schwa

Lesson 7: Syllable Division Rule #3

Lesson 8: Syllable Division Rule #4

Lesson 9: Three-Syllable Words

Lesson 10: Spelling–The Banana Rule

Lesson 11: Spelling–The Confident Rule

Lesson 12: Spelling–Long A, E, I at End (Vowel Teams)

Lesson 13: Spelling–Long O, U at End (Vowel Teams)

Lesson 14: Spelling–Vowel Teams in Middle 3 (Vowel Teams)

Level 5: Prefixes & Suffixes

Lesson 1: Plurals–S versus ES

Lesson 2: Consonant Suffixes

Lesson 3: ED and ING, The Doubling Rule

Lesson 4: Other Sounds of ED

Lesson 5: Vowel Suffixes

Lesson 6: Spelling–The Change Rule

Lesson 7: Spelling–TION versus SION

Lesson 8: Prefixes: dis, in, un, non

Lesson 9: Prefixes: mis, sub, re, pre

Lesson 10: Prefixes: inter, mid, over, up

Level 6: Six Reasons for Silent-E

Lesson 1: Silent-E’s in One-Syllable words

Lesson 2: Syllable Division with Silent-E

Lesson 3: C’s and G’s with Silent-E’s

Lesson 4: Spelling–V at the End

Lesson 5: Spelling–The Huge Bridge Rule

Lesson 6: Spelling–The Dropping Rule

Lesson 7: Spelling–Tricky Suffixes

Lesson 8: Spelling–PH and Medial Y

Lesson 9: Unit–TURE

Lesson 10: Spelling–TION and SION

Lesson 11: Silent-E Units

Lesson 12: Consonant-LE Syllables

Lesson 13: Spelling–The Sprinkle Vehicle Rule

Lesson 14: Spelling–ABLE versus IBLE

Level 7: Vowel-R’s

Lesson 1: AR and OR

Lesson 2: ER, IR, and UR

Lesson 3: Vowel-R with Silent-E

Lesson 4: Prefixes & Suffixes with Vowel-R

Lesson 5: Spelling–Commodore Sailor Rule

Lesson 6: Bossy W

Lesson 7: Spelling–Edward the Lizard Rule

Lesson 8: The Three Sounds of EAR

Lesson 9: AR and ER can say /AIR/

Lesson 10: Word Endings ARY, ERY, and ORY

Lesson 11: Vowel-R Plus R

Level 8: Advanced Vowel Teams

Lesson 1: Spelling: India Indian Musician

Lesson 2: Spelling: Obvious Spacious Religious

Lesson 3: Spelling: Radio Union Million Region

Lesson 4: Spelling: Industrial Special Dial

Lesson 5: IE: Piece of Pie

Lesson 6: OI, OY, EY: Oil Boy, Turkey

Lesson 7: AU, AW: Audience Saw

Lesson 8: OO: Good Food

Lesson 9: OU, OW: Mouse Group, Slow Down

Lesson 10: EA: Clean Breath is Great

Lesson 11: IGH, AUGH, EIGH, EI

Lesson 12: EU, TU: Feud, Sleuth, Actual

Lesson 13: Split Vowels

Level 9: Influence of Foreign Languages

Lesson 1: Greek Words

Lesson 2: Silent Letter Pairs

Lesson 3: Words That End in I and INE

Lesson 4: French Words: QUE and CH

Lesson 5: French Words: AGE and 2 Suffixes

Lesson 6: French Words: Silent and Accented E

Lesson 7: French Words: Silent S and T plus EAU

Lesson 8: French Words: OUR

Lesson 9: Spelling: G, GU, and GUE

Level 10: Latin Roots & Greek Combining Forms

Lesson 1: Latin: Chameleon Prefix: IN

Lesson 2: Latin: Chameleon Prefix: CON

Lesson 3: Latin: Chameleon Prefixes: OB and SUB

Lesson 4: Latin: Chameleon Prefix: AB

Lesson 5: Latin: Chameleon Prefixes: EX and DIS

Lesson 6: Greek Combining Forms

Lesson 7: Greek Forms in Science

Lesson 8: Greek Forms in Math

Lesson 9: Greek Forms in Medicine

Lesson 10: Greek Forms in Social Studies

I am dedicated to supporting students with dyslexia, ADHD, and anxiety through the Barton Reading and Spelling Program. This research-based, structured literacy approach improves reading and spelling skills by focusing on the individual needs of each student. The program is rooted in the Orton-Gillingham methodology, which emphasizes multisensory learning, explicit instruction, and systematic phonics.

How I Address Learning Challenges with the Barton Program:

1. Multisensory Learning:

   • I engage students through visual, auditory, and kinesthetic activities, helping them connect sounds to letters and words. This multisensory approach enhances retention and understanding, making learning more accessible and enjoyable, particularly for those with ADHD who benefit from varied sensory input.
     

2. Explicit and Systematic Instruction:

   • Lessons are carefully structured and sequential, starting from the basics and gradually increasing in complexity. This allows students to build a strong foundation and gain confidence as they progress, reducing anxiety by providing clear, predictable routines.

3. Individualized Support:

   • Each student receives personalized attention, with lessons tailored to their specific needs and pace. I monitor their progress closely, adjusting strategies to address any challenges, such as focus and attention issues related to ADHD, and celebrating their achievements to build self-esteem.

4. Focus on Phonemic Awareness and Phonics:

   • The program emphasizes phonemic awareness, helping students recognize and manipulate sounds in words. Through explicit phonics instruction, they learn to decode and spell words effectively, which can alleviate anxiety related to reading difficulties.

5. Creating a Supportive Environment:

   • I foster a positive and supportive learning environment where students feel safe to express themselves and take risks. Techniques such as mindfulness and structured breaks are integrated to help manage anxiety and improve focus.

6. Continuous Reinforcement and Practice:

   • Repetition and practice are integral parts of the program, reinforcing skills and boosting confidence. Students engage in a variety of activities that solidify their learning and encourage mastery, helping to mitigate the impacts of ADHD and anxiety on learning.

By utilizing the Barton Reading and Spelling Program and addressing the unique needs of students with dyslexia, ADHD, and anxiety, I aim to empower them to overcome challenges, develop essential reading and spelling skills, and foster a lifelong love for learning and success.