In June 2002 I finalized the decision to homeschool my three children. Each had been in public school for a time. Emily was in grade five, Matthew in grade two and Stephanie in Kindergarten. That fall we began our home school journey with hope for a brighter future for the three of them.
Each one was faced with challenges of their own. Consequently, I designed the lessons for group work based on the structure and formatting they were familiar with in their elementary school.
Matthew and Stephanie had been struggling with reading, printing, and spelling in school. I sought help from anyone who would listen but it wasn’t until September 2004, when we switched to distributed learning through a different school, that they started to get the help they truly needed.
A year later, our intuitive support teacher recommended a meeting with a special education instructor. He recommended psychological testing and that we transfer all three files to his caseload. The testing was set for the fall when we began our new home schooling approach.
The results we received in late October 2006 confirmed what I had already known in my heart to be true. Their assessor even mentioned if he hadn’t been the one to test them he’d have thought someone just duplicated their scores. They had identical challenges in almost every area with the exception that one struggles with math a lot more than the others.
With their new “prescriptions” I focused on their weak areas while establishing confidence through their strengths. I had an understanding of what to concentrate on with a “map” to guide our way. I developed a plan of how to achieve their academic goals. I kept my eyes, ears, and mind open as I researched and read, and conversed with anyone who had the experience to help us navigate. That’s when we met an Orton-Gillingham tutor.
In spring of 2007, Matthew and Steph started back at the basic level to learn the English language core concepts. It was agonizing for them both but especially for Matthew, who, at the age of twelve, hardly appreciated beginning work at a grade one level.
The multisensory approach to making learning meaningful began to impact their lessons with a tremendous improvement in their reading, printing, spelling, and cognitive abilities. They both noticed the merits in this new program and their confidence and self-esteem began to blossom.
Each one was faced with challenges of their own. Consequently, I designed the lessons for group work based on the structure and formatting they were familiar with in their elementary school.
Matthew and Stephanie had been struggling with reading, printing, and spelling in school. I sought help from anyone who would listen but it wasn’t until September 2004, when we switched to distributed learning through a different school, that they started to get the help they truly needed.
A year later, our intuitive support teacher recommended a meeting with a special education instructor. He recommended psychological testing and that we transfer all three files to his caseload. The testing was set for the fall when we began our new home schooling approach.
The results we received in late October 2006 confirmed what I had already known in my heart to be true. Their assessor even mentioned if he hadn’t been the one to test them he’d have thought someone just duplicated their scores. They had identical challenges in almost every area with the exception that one struggles with math a lot more than the others.
With their new “prescriptions” I focused on their weak areas while establishing confidence through their strengths. I had an understanding of what to concentrate on with a “map” to guide our way. I developed a plan of how to achieve their academic goals. I kept my eyes, ears, and mind open as I researched and read, and conversed with anyone who had the experience to help us navigate. That’s when we met an Orton-Gillingham tutor.
In spring of 2007, Matthew and Steph started back at the basic level to learn the English language core concepts. It was agonizing for them both but especially for Matthew, who, at the age of twelve, hardly appreciated beginning work at a grade one level.
The multisensory approach to making learning meaningful began to impact their lessons with a tremendous improvement in their reading, printing, spelling, and cognitive abilities. They both noticed the merits in this new program and their confidence and self-esteem began to blossom.
For every hour we spent at the tutoring centre we spent many more at home practicing the learned methods in their daily activities. The teacher in me was rekindled in a new way with the renewed sense of hope we all were experiencing. The multitude of hours observing sessions at the center turned into a thirst for more knowledge. I participated in workshops and began volunteering at the center in whatever ways I could.
In January of 2009, I began tutoring in Orton-Gillingham lessons. Everyone at the center agreed the needs of the students weren’t able to be met through the materials and curriculum available in the marketplace. Emily and I were hired to make learning resources for use at the center. I was responsible for the intellectual material and Emily drew the pictures.
In January of 2009, I began tutoring in Orton-Gillingham lessons. Everyone at the center agreed the needs of the students weren’t able to be met through the materials and curriculum available in the marketplace. Emily and I were hired to make learning resources for use at the center. I was responsible for the intellectual material and Emily drew the pictures.
In April 2010 we began making worksheets to coincide with the Orton-Gillingham multisensory methods. There was a significant need for pencil-to-paper work to enhance the concepts being learned and there were no workbooks in publication which would support the learning styles of the students. The tutor and I soon realized the amount of work to develop these worksheets was far more extensive than originally thought. It was mutually agreed Emily and I would continue creating the worksheets on our own and so LETTERS© was born.
In the years since we began working on this project I have had the privilege of working in a curriculum store. My role there gave me an opportunity to learn about the needs of others. Gathering that information and keeping in tune with the ever changing pace of student needs, we have changed and developed
LETTERS© into what it is now. We are confident that this labour of love will help change lives and inspire learners to reach their unlimited potential.
In the years since we began working on this project I have had the privilege of working in a curriculum store. My role there gave me an opportunity to learn about the needs of others. Gathering that information and keeping in tune with the ever changing pace of student needs, we have changed and developed
LETTERS© into what it is now. We are confident that this labour of love will help change lives and inspire learners to reach their unlimited potential.
Discover. Educate. Inspire.