 We understand as tutors, but also as parents ourselves, that it can feel scary and overwhelming to learn that your child is dyslexic. Especially when you don’t understand what that means, where to turn for help, or how it will impact their future. In honor of Dyslexia Awareness Month, we’re sharing some of our favorite resources to help students and their families navigate and persevere through a dyslexia diagnosis. With a proper diagnosis and early intervention, your student will succeed! Some of the most brilliant minds we encounter at TVT are those with a dyslexia diagnosis. Often, these students fall within “superior intelligence” range and are extremely verbal, however, they are struggling in school because it’s difficult for them to read. Our goal is to close this gap by providing intervention with the Orton-Gillingham methodologies, allowing students to reach their fullest potential. “I wish more people talked about the brilliance of the neurodivergent brain. There are limits, and there are also extreme gifts. Creativity, high empathy, the ability to recognize patterns - just to name a few. When our brains exist outside of the standard “box,” outside of the lines - we’re gifted with a sensitivity and set of skills that are often not recognized in our culture. Brilliance is so subtle that the majority of people cannot even recognize it. Start to recognize it in yourself, even when you’re misunderstood.” - Dr. Nicole LePera - The Holistic Psychologist BOOKS ABOUT DYSLEXIA For Children & Teens: Aaron Slater, Illustrator: A Picture Book (The Questioneers) by Andrea Beaty Brilliant Bea: A Story for Kids With Dyslexia and Learning Differences by Shaina Rudolph, Mary Vukadinovich Ben and Emma's Big Hit by Gavin Newsom & Ruby Shamir Cartwheels: Finding Your Special Kind of Smart by Tracy S. Peterson Dr. Dyslexia Dude Volumes 1, 2 & 3 by Dr. Shawn & Inshirah Robinson Dyslexia is My Superpower (Most of the Time) by Margaret Rooke Fish in a Tree by Lynda Mullaly Hunt * A Walk in the Rain with a Brain by Edward Hallowell Hacking the Code: The Ziggety Zaggety Road of a Dyslexic Kid by Gea Meijering If You're So Smart, How Come You Can't Spell Mississippi: An Encouraging Book About Dyslexia and Growth Mindset for Kids and Resource for Teachers and Parents (The Adventures of Everyday Geniuses) by Barbara Esham Magnificent Meg: A Read-Aloud Book to Encourage Children with Dyslexia by Andra Harris Thank You, Mr. Falker by Patricia Polacco * The Alphabet War: A Story about Dyslexia by Diane Burton Robb For Adults: Overcoming Dyslexia (2020 Edition) Completely Revised and Updated by Sally Shaywitz * Dyslexia Advocate!: How to Advocate for a Child with Dyslexia within the Public Education System by Kelli Sandman-Hurley Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It by Mark Seidenberg The Dyslexic Advantage (Revised and Updated): Unlocking the Hidden Potential of the Dyslexic Brain by Brock L. Eide M.D. M.A. The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child's Confidence and Love of Learning by Ben Foss This is Dyslexia by Kate Griggs The Many Faces of Dyslexia by Margaret Byrd Rawson Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy byDenise Eide Parenting a Struggling Reader by Susan Hall & Louisa Moats Straight Talk about Reading by Susan Hall & Louisa Moats The Dyslexia Empowerment Plan by Benn Foss Reader, Come Home by Maryanne Wolf Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf "If only I would have known..." series by Faith Borkowsky Failing Students or Failing Schools?: A Parents's Guide to Reading Instruction and Intervention by Faith Borkowsky A Guide to Special Education Advocacy, What Parents, Clinicians, and Advocates Need to Know by Matt Cohen ONLINE RESOURCES ABOUT DYSLEXIA www.dyslexiahelp.umich.edu www.everyonereadingillinois.org. Improving lives of people of all ages with dyslexia with information and support www.dyslexia.yale.edu Increasing the awareness of dyslexia and bringing out the intellectual and creative strengths of people with dyslexia www.learningally.org Enabling schools to support struggling readers and building a strong foundation for engaged learners to achieve regardless of their learning difference www.wilsonlanguage.com Empowering individual educators, schools, and districts to achieve literacy of all students, specifically those with dyslexia www.understood.org Connecting people facing challenges like ADHD and dyslexia while providing them the support that is needed www.dagnaperville.com Providing detailed information and local resources regarding dyslexia www.dyslexia.ida.org Effective reading instruction for dyslexics fact sheet www.dyslexicadvantage.org www.interdys.org International Dyslexia Association www.1in5.learningally.org Learning Ally Student Initiative www.dyslexiabuddynetwork.com https://il.thereadingleague.org/ The Reading League of Illinois www.ldonline.org www.readingrockets.com www.ncld.org The National Center for learning disabilities www.isbe.net/Documents/Parent-Guide-Special-Ed-Aug20.pdf free parent guide to special education services, laws, functions, and resources from the Illinois State Board of Education www.wrightslaw.com From Emotions to Advocacy and Special Education Law- Additional Resources can be found on our resource page here. If you have a student who you believe may be struggling with dyslexia or any other learning differences, do not hesitate to contact our team. We have a wide range of expertise in the area of dyslexia, and welcome the opportunity to support your student and family! * A TVT Favorite  Executive Function Workshop For Parents-FIRST TIME EVER! WEDNESDAY, OCTOBER 2, 7-8:30 pm As we’re packing away sunscreen and the ice cream trucks are making their final rounds for summer, the anxieties of the school-year can come swooping in. We suddenly find ourselves back-to-school shopping, packing lunches, managing multiple schedules and dreading homework negotiations. We understand that the transition back-to-school can be filled with mixed emotions - excitement for a fresh start - but this can also be a challenging time that feels overwhelming for both students and parents. This change in routine is often felt more intensely for those with ADHD, Dyslexia and other learning challenges and we’re here to help. The Village Tutors is hosting its first-ever Executive Function Workshop for Parents this fall as a sequel to our successful student EF workshop earlier this month. Our goal is to help make the back-to-school transition more manageable for you as a parent and provide tools and strategies that will help you feel more confident and equipped to support your student. You will learn practical strategies to support and strengthen your student's executive function skills at home and school. Additionally, you will receive a resource binder to use during the workshop and to take home to use as a helpful reference throughout the school year. Topics:
We would love to have you attend our parent EF workshop and look forward to setting you and your student up for a successful school year. Please find the details below: Location: 770 Pasquinelli Drive, Suite 414, Westmont, IL 60559 Date: Wednesday, October 2nd Time: 7-8:30pm Price: $90 To reserve your spot: contact [email protected] At TVT, our tutors are trained in the Rush Neurobehavioral Center’s Executive Function Skills Building Program. You’ll find information here on our website to better understand the support our team offers and how we can best guide your students.  Illinois high school juniors are NOW required to take the ACT to fulfill graduation requirements6/26/2024
 After nearly a decade, Illinois high school juniors must take the ACT instead of SAT to fulfill graduation requirements starting next school year. Many colleges and universities stopped requiring entrance exams during the pandemic but are moving back to requiring the tests for admissions. The Illinois State Board of Education shared that the ACT has been awarded the contract for the next six years (2025 -2031). Steven Isoye, chairman of the State Board of Education, told Chalkbeat Chicago that the decision to go with ACT over SAT, “came down to price.” The procurement office evaluated bids on “technical specifications, commitment to diversity, and price.” Overall, the ACT received more points. At TVT, we understand that even the thought of these tests, alone, can be overwhelming for students and cause test anxiety, so we’re sharing helpful insight on what to expect and how to plan ahead for a seamless transition. TVT tutors, Keith Friedman and Lynn Lach, who specialize in test prep share their thoughts below: "This might work out well for a majority of students. About 75% of my test prep students over the years took the ACT, so this will give most students one free opportunity at a test they were likely to take anyway. The free ACT might also be welcome to those who struggle with math - only 25% of the total score is based on the math section while 50% of the SAT is from the math score. But the ACT also poses challenges that the SAT doesn’t. These mainly deal with time - getting through each section within the required time is a challenge for almost everyone." - Kieth Friedman - TVT Tutor "Not much has changed - the switch just means that Illinois has signed a contract with ACT for its tests to be the ones administered by high schools as the standardized test given for 9th, 10th, and 11th graders. The format is very different from the new PSAT, so it may be an adjustment for 9th and 10th graders, but for 11th graders who are looking towards college admissions, they will still go through the same process that juniors in previous years had to go through - figure out which test's format they are more confident with and focus on that one. 11th graders can still take either the ACT or the SAT on their own, and both are still accepted by colleges and universities for college admissions. " - Lynn Lach - TVT Tutor Understanding the basic differences between ACT and SAT is a great place to start. The College Essay Guy breaks down the difference in tests with an “at a glance chart”.  The ACT has more questions (meaning generally less time per question), while the SAT has fewer questions that may seem more difficult and take more time to answer. The ACT is broken up into four categories, each with a straightforward title: English, math, reading, and science (with an optional essay). Meanwhile, the SAT has only three primary categories: writing and language, evidence-based reading, and math. There is no dedicated science section for the SAT, but science-ish questions may still be found in the Writing and Language section.
The best way to improve scores is to study and take practice tests. Test-taking strategies are often just as important as knowing enough about the content. “That’s why practice tests are so important: they help you learn more about how to take the test even as you learn more about what the test is all about.” - The College Essay Guy Our TVT test prep experts are here to help support your students and we welcome the opportunity to work with you and learn more about your needs. Contact us today to get started, as we look forward to developing a customized plan for you.  “Nothing compares to the success I have seen since I began tutoring with Orton- Gillingham.” -The Literacy Nest At TVT we believe that the Wilson Reading System (WRS) is the gold standard program used to support dyslexic and struggling readers, with its highly structured and evidence-based Orton-Gillingham (OG) approach. WRS is designed for students from second grade up to adulthood and we use Wilson's Fundations program for students younger than that. Parents and families are often told that the OG approach is highly effective for struggling readers - however, they don’t necessarily receive guidance on what that means. The OG approach isn’t always easy to understand and can be overwhelming with all of the technical language that is used in explaining the program and its benefits. One of our favorite resources, The Literacy Nest, shares Five Reasons to Believe in the Orton-Gillingham Approach, which breaks down the OG method and principles into digestible bites. We’ve summarized them below and highly suggest reading the full article for more details.
 To dive a bit deeper, check out what a typical OG lesson plan looks look.
Our team is expertly trained in the Orton-Gillingham approach and we welcome the opportunity to work with you and learn more about your needs. Contact us today to get started, as we look forward to developing a customized plan for you.  “Ideas are like rabbits. You get a couple and learn how to handle them, and pretty soon you have a dozen.”- John Steinbeck, Noble Prize Author This month we’re sharing insights on overcoming writing challenges from some of our very own writing experts at The Village Tutors “Good writing helps a student communicate clearly and effectively. That’s not all. Writing also serves as a cornerstone of learning. It can improve a student’s ability to organize thoughts, encourage deeper engagement with information, and help connect the dots between ideas.” - Kate O'Reilly, The Village Tutors The Village Tutor, Marjean Gonzalez shares that “Many students groan when they receive a writing assignment. I often hear, “I don’t know what to say!” It doesn’t help that the accompanying rubric for grading the assignment can look quite intimidating. However, I find that, once I start talking with the student about the topic, they have plenty of ideas; the problem is, their ideas are jumbled up, not thought out completely, and not organized. My job as a tutor is to help students examine texts, and examine their own thinking about the texts or topics. Brainstorming out loud is a great place to start, followed by jotting thoughts down on paper, and then organizing those thoughts into paragraphs.” Marjean continues, “In language development, writing is the last and highest skill to be developed. Think about going to a foreign country without having studied the language prior to your trip. By the end of the first week, you can pretty much understand the gist of conversation, but you might not feel confident to speak the language, and you certainly wouldn’t feel comfortable writing in a new language! It’s the same for students. Children benefit greatly from having discussions, and the one on one tutoring setting is an ideal place for students to be skillfully guided in discussion of their topic, questioned for the purpose of developing their thoughts, and then, to experience the power of writing to express their thoughts. Parents can encourage this writing process by looking for ways to have casual discussions on a variety of topics.” Writing Resources We highly recommend "The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects" by Joan Sedita. This was inspired by Hollis Scarborough’s “Reading Rope”. This “rope” metaphor can be used to depict the many strands that contribute to fluent, skilled writing and focuses on five fundamentals of a comprehensive writing curriculum. This article shares the basics on the five key strands and how to provide explicit instruction for each strand:
 Another one of our favorite resources at TVT to support writing is “The Writing Revolution” co-authored by Education Journalist, Natalie Wexler. The Writing Revolution’s evidence-based strategies ensure that all students at all levels can produce clear, coherent, unified, and structured writing. The Writing Revolution offers implicit instruction on how to help your students:
Our team is expertly trained to support students with writing, and we welcome the opportunity to work with you and learn more about your needs. Contact us today to get started, as we look forward to developing a customized plan for you.  Throughout the past 20 years, our TVT team has seen first hand how impactful cultivating a strong student-tutor relationship is for student success. We emphasize private and specialized tutoring, where there is opportunity to develop a deep sense of trust and understanding.
As Yale professor, David Brooks, quoted in the The New York Times: Students Learn From People They Love - Putting relationship quality at the center of education: “Children learn from people they love, and that love in this context means willing the good of another, and offering active care for the whole person.” Our tutors have experienced this first hand as TVT tutor, Kate Vogts shares: “Building a strong relationship with a student is one of the most important and beneficial aspects of one on one tutoring. Having the chance to interact solely with that student, allows you to learn about them personally, what their interests are and where their strengths lie. Building a nurturing relationship with a student lets them know that you are invested in them as a person, not just as a student who is with you to learn. The best part is when they tell their parents they like coming to see me or that hour went by so fast. You can see their pride when you give them positive feedback about what they are accomplishing.” - Kate Vogts Research has proven that since each student has a different learning style, identifying a student’s strengths and challenges first is critical to developing a strategy and effective tutoring plan. Brighterly shares, The Benefits of One on One Tutoring for Kids’ Development including: a personalized learning experience, opportunity for students to master topics before moving forward at their own pace and targeted academic support. Additionally, one on one tutoring provides mentorship that can extend beyond academics, positively impacting other aspects of a student’s life and personal development. TVT tutor, Kaitlyn Ferrara shares how cultivating a nurturing relationship with students offers increased success: “My goal as a tutor is first and foremost to foster a strong connection with my students. Getting to really know who they are, what excites them and how they absorb and process information is key to our success in working together. This allows them to be themselves, open up and feel comfortable and confident in our learning environment. I strive to have a long term impact on each of my students, teaching skills that will not only help them with their immediate academic challenges but to also serve as a foundation for the future. My high school tutor had such a profound and positive impact on my life - I am grateful for our connection to this day. She inspires me to do the same with my students." - Kaitlyn Ferrara At The Village Tutors, our founder, Suzanne Petree speaks with each family directly to learn about the student before thoughtfully pairing them with a tutor who can best support their academic goals and develop a meaningful relationship. We firmly believe that with evidence-based support, along with compassion, connection and kindness, all students can discover their academic potential. Our team is expertly trained to support students and their families, and we welcome the opportunity to work with you and learn more about your needs. Contact us today to get started, as we look forward to developing a customized plan for you.  20 years-simply incredible! We are so thankful to have achieved this milestone! The Village Tutors team is one that truly “gets it.” We understand the nuanced world of education - filled with unique educational journeys, learning challenges, tailored academic programs, and so much more. As we reflect on the past 20 years, our mission remains the same-to meet your student where they are. We make every effort to meet the needs of each student and family. Here is one of our favorite stories to share: We helped to ease the mind of a parent looking for help with their third grader who could not read, but could memorize the numbers of every player on the Hinsdale Central football teams. TVT worked compassionately and diligently to support this student. He is now a 31 year old, successful college graduate and business professional who is thriving personally and professionally. Through our collective teamwork, we are able to significantly impact our students’ academic outcomes. We like to remind families that the tutor-student relationship really is the most important part of the puzzle. This relationship is paramount to success. Our tutors are THE reason why TVT has grown over the past 20 years-their long term commitment has allowed the business to flourish and thrive. Personal and professional referrals are the foundation of The Village Tutors and are the highest compliment we can receive. Here’s to the next 20 years, and to the bright future ahead of us. We are honored to be a part of your stories…thank you for sharing this exciting journey with us. Suzanne If you have a 6th - 9th grader who may benefit from additional support in the area of Executive Function, see our Workshop flier below. We have two sessions running soon (January 21st and January 28th), and we would love to have your student join!  Do you ever hear comments like these from your student?
What is Executive Function? According to Understood.org, executive function is a set of mental skills that include working memory, flexible thinking, and self-control. These skills are used every day to learn, work, and manage daily life. When there is a deficit or struggle with executive function, it can be difficult to focus, follow directions, and handle emotions, among additional challenges. Are There Common Signs of Executive Function? There are a variety of signs that can indicate executive function issues, including:
The encouraging news is that there is expert support available! At TVT, our tutors are trained in the Executive Function Skills Building Program through the Rush Neurobehavioral Center. You’ll find information here on our website to better understand the support our team offers and how we can best guide your students.   We hope you’ll contact us at [email protected] to learn more about the Executive Function Workshop and reserve your space.
From all of us at The Village Tutors, we’re wishing our families and students a happy holiday and wonderful new year. We appreciate all of the trust you’ve placed in us this past year, and we look forward to many exciting accomplishments in 2024!  “ADHD is like having a Ferrari engine for a brain with bicycle brakes. Strengthen the brakes and you have a champion.” Dr. Edward Hallowell This month, we’re continuing our series of “Myths and Facts” by highlighting the important topic of Attention Deficit Hyperactivity Disorder (ADHD).
ADHD is a cognitive condition—a brain difference—marked by inattention and/or hyperactivity and impulsivity. It affects people of all ages and genders, presenting in childhood and continuing into adulthood. The brain relies on chemicals known as neurotransmitters to send messages throughout its many pathways. ADHD brains have lower levels of these neurotransmitters, most notably noradrenaline and dopamine, which play a key role in focus, motivation, mood regulation, learning, and memory. Unlike the name would suggest, the ADHD brain does not have a deficit of attention. More accurately, it struggles to regulate or “shift” attention. Sometimes it shifts too quickly, causing inattention and impulsivity. Other times it struggles to shift at all, allowing for hyperfocusing and making transitions difficult. Myths vs. Facts MYTH: ADHD only affects children. FACT: Although it was once thought of as a childhood disorder that kids outgrow, research now shows that ADHD persists into adulthood. MYTH: ADHD mainly affects boys. FACT: Girls are more likely to have inattentive type ADHD with no hyperactivity. This causes less disruption and has made them more likely to be undiagnosed or misdiagnosed. MYTH: Having ADHD means you can’t achieve at a high level. FACT: Wrong! People with ADHD can achieve at the very highest levels and have many traits that help them do so. People with ADHD include CEOs, Pulitzer Prize winners, professional athletes, brain surgeons, and multimillionaires. MYTH: If you’re quiet, well-behaved, and do well in school, you can’t have ADHD. FACT: Many people have inattentive ADHD without any signs of hyperactivity whatsoever. This is particularly common in girls and women. MYTH: There’s no point in getting diagnosed with ADHD as an adult because it’s already too late. FACT: It’s never too late to treat ADHD. Whether you’re 25 or 85, you can change your life for the better through treatment. MYTH: Stimulant medication helps everyone. FACT: Stimulant medication helps around 80% of people with ADHD, and it helps to a varying degree. It’s also a myth that you can tell whether or not you have ADHD by taking stimulant medication. Even if stimulants improve your functioning, it does not mean you have ADHD. By Edward M. Hallowell, M. D. www.drhallowell.com __________________________________________ As ADHD presents itself in different ways in girls, we’re sharing additional resources below that are specific to girls. Understanding Girls with ADHD by Kathleen Nadeau, Ph.D., Ellen Littman, Ph.D., and Patricia Quinn, M.D. A ground-breaking book on the needs and issues of girls with attentional problems. 100 Questions and Answers about ADHD in Women and Girls by Patricia O. Quinn, M.D. Age-related checklists from pre-school to high school to help parents and professionals better identify and help girls with ADHD. ADHD in Girls: How Is It Different? https://www.medicalnewstoday.com/articles/315009.php ADHD in Girls: What you Need to Know https://www.understood.org/en/articles/adhd-in-girls At The Village Tutors, we are expertly trained to support students with ADHD, and their families. Learn more about our services, and contact us today to talk with our team about how we can best support your student's learning needs.  October is Dyslexia Awareness Month, a time to shed light on what dyslexia truly is. Read on for helpful insights!
Dyslexia Facts & Myths The most difficult challenge for students with dyslexia is learning how to read. Structured Literacy is a program proven to help students with dyslexia. This program prepares students to decode words in an explicit and systematic manner. This approach not only helps with dyslexia, but there is substantial evidence that it is effective for all readers. At The Village Tutors, our team has been using these evidence-based, multisensory Orton-Gillingham methodologies for over 20 years through the Wilson Reading System. Here are some common myths: Myth: Dyslexia is just another word for a reading disorder, or a general “catch-all” term Fact: Dyslexia is a neurologically based difference that refers to a very specific set of assets and deficits that affect more than just reading. The official definition of dyslexia agreed upon in the scientific community, recognized by the International Dyslexia Association (IDA), supported by the National Institutes of Health (NIH), and adopted by the Illinois State Board of Education is as follows: "Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequence may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge." Dyslexia can affect the ability to speak, read, spell, write, do math and/or learn a second language. The condition can occur at all levels of intelligence, including average, high average and highly gifted. Dyslexics often exhibit strengths in creativity and out-of-the-box thinking, and they usually learn best via highly multi-sensory instruction and hands-on, experiential learning opportunities. Myth: Writing letters and words backwards are the most prominent signs of dyslexia. Fact: Only about 1/3 of dyslexics read and write letters/numbers backwards. Dyslexia does not cause children to see letters, numbers, and words backwards or inverted. However, some children with dyslexia may confuse letters, misread words, or have difficulty forming letters as a result of the lack of phonological skills (Moats, 1999). Myth: Dyslexia cannot be diagnosed until 3rd grade. Fact: Early intervention is critical to the success of students with dyslexia. Assessments of phonemic awareness - including letter knowledge, speed of naming, and end sound-symbol association - can be completed as early as kindergarten. In fact, symptoms of dyslexia can even be evident in preschool such as difficulty learning to rhyme, learning the names of colors and shapes, learning the names of numbers and/or letters, etc. Research has shown that the vast majority of students who are struggling to learn early literacy skills by the end of kindergarten will continue to struggle in the third grade without explicit, intensive structured literacy instruction. Myth: An individual with dyslexia will never learn to read. Fact: Children with dyslexia can learn to read at grade level IF they receive early evidence based intervention and structured instruction. The earlier struggling children are identified and provided systematic, explicit, and intense instruction, the less severe their problems are likely to be (Torgesen, 2002). With provision of intensive instruction, even older children with dyslexia can become accurate, albeit slow readers (Torgesen, et. al, 2001). Myth: Dyslexia is not common and/or over-diagnosed. Fact: Dyslexia affects 20 percent of the population, that is 1 in 5 children, and represents 80-90 percent of all those with learning disabilities. It is the most common of all neuro-cognitive disorders. (Yale Center for Dyslexia and Creativity). The International Dyslexia Association (IDA) further notes that the most common type of reading, writing, and/or spelling disability is dyslexia. These numbers quickly dispel the myth that dyslexia is rare. Myth: There is a test to determine if an individual has dyslexia. Fact: There is no single test for dyslexia nor can it be confirmed or ruled out by a single test of reading, a screening of reading, or other standardized tests. A comprehensive evaluation must be administered to diagnose dyslexia. The evaluation must include assessment by a pediatric neuropsychologist. Diagnosis of dyslexia also requires extensive gathering of developmental information as well as parent and teacher reports and qualitative observations of the student. We hope you’ve gained valuable insights on dyslexia, and now better understand the learning challenge. If you have a student who you believe may be struggling with dyslexia or any other learning differences, do not hesitate to contact our team. We have a wide range of expertise in the area of dyslexia, and welcome the opportunity to support your student and family! |
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