Programs and Services
*Please contact me to check availability as some services may not be available due to current volume.
Programs Offered
I offer Neuhaus’ Reading Readiness, Basic Language Skills, Developing Metacognitive Skills, Written Composition, Multisensory Grammar, and Scientific Spelling.
Basic Language Skills is comprehensive and covers all of the “what” needed in a Structured Literacy/Orton-Gillingham based program. Students with dyslexia typically need Basic Language Skills but may require Reading Readiness first. Basic Language Skills, in general, covers:
Word Recognition skills such as phonemic awareness, sound/symbol association, syllable types, syllable division, high frequency words, morphemes, and fluency.
Handwriting skills such as letter strokes and letter connections (cursive), which research shows is best for students with dyslexia and dysgraphia.
Spelling skills including phonemic awareness, spelling patterns, and spelling rules.
Composition skills including grammar, sentence structure, descriptive, narrative and summary writing.
Oral Language Skills such as naming, describing, building vocabulary, and retelling stories.
Comprehension strategies including text structure, oral language, world knowledge, developing metacognitive skills, thinking strategically, making inferences, and summarizing.
Reading Readiness is for pre-readers.
Developing Metacognitive Skills is for deepening comprehension.
Scientific Spelling is for developing orthography (spelling patterns, rules, and irregular words)
Written Composition develops mechanics and composition/creativity. It also includes composing different types of paragraphs.
Multisensory Grammar turns abstract grammar concepts into concrete concepts in a more hands-on manner.
Services
Academic Language Dyslexia Therapy
Prices vary based on one-on-one or amount in small groups; please contact me - Please see the home page to find out about Academic Language Therapy.
Structured Literacy Tutoring (this is not traditional tutoring)
Prices vary based on one-on-one or amount in small groups; please contact me - Please see the home page to find out about Structured Literacy Tutoring.
Consultations
Phone, Virtual, or In-Person: After up to a 30-45 minute dialogue, I will also provide a detailed document that summarizes our meeting and provide guidance. I will also thoroughly review any evaluations if they are available. I will provide one follow-up email to answer any questions.
Advocacy 101 Start Guide and Consultation:
Phone, Virtual, or In-Person: Using my education, training, and expertise, I provide an “Advocacy 101 Start Guide,” which contains many examples of letters, documentation logs, pre and post-meeting worksheets for ARDS, IEPs, tips, and more. The packet covers key points for getting started in the public school system that would take parents/guardians a substantial amount of time to navigate themselves. This includes a 30-45 minute dialogue, and I will provide a detailed document that summarizes our meeting and provides guidance. I will also thoroughly review any evaluations if they are available. I will provide one follow-up email to answer any questions.
Educational Activities for Home
Receive information about supplemental literacy activities you can do with your child to support and enhance his/her learning. This will be personalized to meet the needs of your child. Supplemental activities support and enhance learning and are not a substitute for academic therapy or structured literacy tutoring.
“As a parent of a neurodivergent child who is struggling, finding someone you can trust to provide effective support is of paramount importance - especially when you aren't sure where to go, what you need, and who you can turn to for this type of assistance. Natalie's breadth of knowledge about dyslexia, our daughter's weaknesses, and ways she could assist provided this comfort in a time of confusion and desperation. We are grateful for her skills and gifts in providing not only her students, but the parents of her students, the support, education, and help needed for progress.”
Alicia N., Parent of former student