"I was pleased to find a study skills class for my daughter as she is about to enter middle school. Organizational skills are difficult for her, and I wanted to give her a head start in learning essential skills before starting 7th grade. The course materials provided by Carolyn are excellent. I was thrilled when I saw my daughter apply her new organizational skills to her out-of-control bedroom. She wrote a clean-up plan, breaking down the the big job into small steps. It is a "work in progress," and she can refer to her work plan so she can keep making progress toward her goal."

-Lori

"I also just wanted to thank you for everything you did for me, I never really got a chance to tell you that. I think of you not only as my teacher, but a friend. The best memories I have with you is when we just sat at your desk talking. You didn’t just teach me how to write a good paper, but you taught me much more important things about life. I really do miss the Monday nights we spent together. I know I would drive you crazy a lot of the time, but you stayed with me and helped me grow into the person I am now. I will always be thankful for the time you gave me."

-Jon Leener, Univ. of Wisconsin

"Carolyn is a tutor that not only helps your kid excel in school, but also your kid loves so much she never wants to stop going."

-Maryalice

e-Newsletter Signup
* indicates required

Reading Specialist

Reading skill can be broken into two broad parts: decoding and comprehension.

Decoding, the ability to read words, is a huge milestone for kids. Some kids teach themselves to read at an early age. Many come to school “ready” and easily put the pieces together between kindergarten and second grade.  My kids tend to have more difficulty.  Whether or not they are officially designated as dyslexic, something keeps them from learning the code.  Over the years I have been trained in various reading methods, and exposed to many more.  My primary mode is solidly aligned with the Lindamood Lips Program, (formerly known as Auditory Discrimination in Depth).  Through the years I have adapted it, so that for some students I take pieces of it, while for others we use the entire program with added bells and whistles gleaned from other sources. Taking non-readers through this process is a continued source of pride and pleasure.

In the arena of comprehension, instruction and measurement are more difficult.  Children struggle with understanding for a variety of reasons, poor vocabulary, limited background, and weak syntax among them. In the process of supporting a struggling reader these may all need to be addressed.  As the need for higher order thinking skills increases, the child with a restricted ability to comprehend language falls farther behind.  There are several good strategies that aid the young person in the conscious act of making connections with the written word. The experience of “digesting” language by making it “your own” is reading at the most fundamental level.