Join us for a reading party! It’s free! READWS now hosts reading parties that will help you practice reading skills at home, in the car or wherever you want. Email firstname.lastname@example.org or call the READWS Office at 336-723-4391, ext 1507 if you have questions and register today!
Reading Party is made possible by a special grant from PricewaterhouseCoopers.
Download a flyer about our upcoming reading parties.
One of the best ways to help your own struggling reader is to join us as a volunteer tutor and become part of our learning community. While you might not directly tutor your own child–that’s pretty hard in most cases–you will grow to understand the structure of our language, why your child has difficulty and the power of a multisensory, Orton-based approach. As you grow in knowledge by helping another child, you will grow to be a more effective homework partner and a much stronger parent advocate. For new class dates and registration, please click here.
Studies show that for 90% of poor readers, early intensive intervention can increase reading ability to an age-appropriate average skill level.
- Find out more about dyslexia
- How to spot a child with a reading problem
- Who qualifies for Augustine Tutors?
- Upcoming Parent Seminars
Students may also have problems hearing the differences between sounds, not understanding that letters make specific sounds, etc.
2. Poor word recognition
Slow to learn words seen frequently, forgetting words seen many times, difficulty learning sight words (this is a very common problem).
3. Weakness sounding out words
Can’t easily learn and apply decoding skills. Tries to guess at words or use context clues. Weak at sounding out words with 2, 3 and 4 syllables (by 3rd or 4th grade).
4. Poor spelling, both on tests and in written compositions
Frequent misspellings, guesses.
5. Slow, halting reading (poor fluency)
Must reread to understand.
6. Weak reading comprehension
Can’t recognize words in a passage or soundout important words; so slow and halting,she can’t recall what’s been read. Hastrouble finishing tests.
7. Excessive time spent on homework
Parents may report trouble with assignments.
8. Self-esteem issues
Sees herself as “stupid”; is “down” aboutschool, cries easily, avoids reading, appearsnot to care, easily frustrated when reading.
July 7, 2016 – 6:30 – 8:30 p.m. at Rupert Bell Community Center
July 21,2016 – 6:30 – 8:30 p.m. at Forest Park Elementary School
August 4, 2016 – 6:30 – 8:30 p.m., location to be determined
Who are our tutors?
Augustine tutors are energetic, smart, motivated, compassionate people who want to help children learn to read, write and spell. Each of our tutors receives 60 hours of training and supervision, so that when they arrive in the school system or an after-school program – they’re prepared.
Augustine Tutors use skills that stem from the Orton-Gillingham method of teaching reading. There’s a big focus on phonics – or teaching what sounds letters and letter combinations make. Some of the children that we tutor through the Augustine Project are dyslexic, some are not.
Our tutors are trained to recognize the right teaching pace for each student — for example, we see some children who can move through the program quickly, and some children need time to build a strong foundation. Some of the students in the Augustine program will spend just one year with a tutor, other students will stay with their tutor for 2-3 years.
The motto for the Augustine Project is “Tutor one child. Change two lives.” Ask an Augustine tutor and they’ll tell you the time they spend with a child teaching literacy skills — and lifting a child up towards success in reading, writing and spelling – is something they will never forget.