Dyslexia Hope Kentucky

Ms. Jill MacNiven

Dyslexia Hope Kentucky

Ms. Jill MacNiven

WELCOME!

Welcome to Dyslexia Hope Kentucky!

I teach reading, writing and comprehension skills using Orton-Gillingham approach.  This is often referred to "Structured Literacy."  I tutor in Kentucky within an 80 mile radius. 

I use the kinesthetic, auditory and visual method to tutor each child.

Orton–Gillingham is a teaching approach designed to help struggling readers. Orton–Gillingham teaches the connections between sounds and letters. It pioneered the multisensory approach to teaching reading.

The Orton-Gillingham Program teaches the phonemes, graphemes, grammar, rules of the english language, handwriting, reading comprehension, syntax, semantics and more! Please feel free to contact me for an overview of tutoring services.

Jill E. MacNiven

502 612 5095

jill.macniven@gmail.com

 

 

 

 

Special Notes:

Online tutoring is now available.  Contact me for more information. 

 

 

Short Vowel Lessons

We will be reviewing short vowels this week.

a, e, i, o, u

The sound of a is like a is for apple.

The sound for e is like e is for eddy.

The sound of is like i is for itchy.

The sound for o is like o is for octopus.

The sound for u is u like umbrella.

About Ms. MacNiven

University of Kentucky, Master's of Arts in Education 2002

Bellarmine University, Special Education Certification, Rank One, 2004

Mayerson Academy, Orton Gillingham Level One Certificate 2017

Kentucky Certified Special Education and Business Education Teacher K-12

18 Years Teaching Experience

8 years Orton Gillingham Tutoring Experience

 

Short Vowel Sounds

Summer Reading Camp

Summer reading camp will be held in June and July.  We will focus on teaching fundamental skills of reading, writing and reading comprehension.  We will have creative writing workshops for your child to explore writing. We will give one on one, small group and direct instruction to the attendees.

Contact:

Jill MacNiven

502 612 5095

jill.macniven@gmail.com

 

Tutoring 80 mile radius from Louisville, Kentucky!

Handwriting

Handwriting, writing and reading work like a fine oiled machine in rhythm together.  What you read you write and what you write you read!

 

I will teach proper handwriting as I teach the reading instruction.

I will teach writing using kinesthetic skills.

With the increased emphasis on literacy in our schools, however, it is very important to emphasize that handwriting plays a huge part in learning to read.

This article will discuss how writing and reading interact to improve literacy. The Interaction of Writing and Reading in the Brain As children learn to write, they develop the skills necessary for learning to read as well. Here are a few ways writing supports reading:

Children learn to write letters from top down. This follows the same visual movement pattern as reading since people read text starting at the top of the page and working their way down. When children learn to write, using proper top-down letter formation, it reinforces the visual organization necessary for reading.

Children also learn to align and sequence the letters they write from left to right on the writing paper. This reinforces the left to right visual tracking that is required for reading.

Writing is rhythmic and predictable. Because of its rhythm and repetitive nature, writing practice facilitates writing fluency. This fluency leads to an automatic motor response, allowing a child to think less about the actual motor actions of writing and more about what he or she is writing. The ability to focus on reading the letters while writing them leads to more proficiency during the act of reading.

As children learn to write letters, the movements are stored in what is called “kinesthetic memory”. These are the memory centers in the brain that are related to movement patterns. It is the first memory center to develop and provides for the longest lasting memories – for example, the memory of the movement patterns for how to sit or walk. This memory center allows writing to become an automatic motor response, as stated above.

When a child learns to read, he or she can draw upon this memory center to remember how the letters on the page are formed and to draw conclusions on what those letters are. Both reading and writing use the same temporary working memory system to take in information, analyze it, and use it.

Working memory takes what the eye sees and interprets it based on what is stored in a person’s long-term memory. Letters and words are processed through this same system no matter what their source.

If working memory can draw upon kinesthetic memory to identify letters, then the brain will respond to the letters and words on a page faster. Reading and writing also interact through working memory during spelling and composing written work. (www.appytherapy.com)

 

 

 

Handwriting