Evidence-based tutoring for struggling readers
YES!
You can support your struggling reader.
THE PROBLEM
Do you have a struggling reader in your family? If so, you are not alone.
Depending on where you are in Canada and the United States, reading scores in grades 3 and 4 are below grade level for one in three or one in four students. Researchers say this should be no more than one in twenty students (5%).
THE SOLUTION
“When reading interventions are early, evidence-based, fully implemented, and closely monitored, they are highly effective in reducing reading failure.”
Now is the time to prepare your child for the next school year.
Ask us how we can help.
The following are links to specific jurisdictions.
What your child will learn
Our tutoring service is available for learners in Canada and the US.
We offer tutoring in reading only, our specialty.
We offer only one-to-one tutoring to make the most efficient use of the time available and ensure your child receives effective, individualized instruction and becomes a successful, confident reader.
We adapt to each student’s unique needs, especially those with specific learning differences. With over 15 years of experience developing and delivering our evidence-based tutoring system, we aim to help students achieve their goal of reading at grade level. Our system is based on the well-recognized principles of Systematic Phonics and Structured Literacy, both grounded in the Science of Reading.
Your child will learn about:
phonemic awareness (the ability to recognize and manipulate the sounds of the English language)
phonics (the relationship between the sounds in English and the letters)
fluency (reading with the appropriate accuracy, speed, and expression)
word and sentence structure (how words and sentences are constructed and create meaning), and
reading comprehension (the relationship between decoding skills and oral language comprehension)
Our approach to tutoring is adaptable to all students and is consistent with the steps recommended for children with dyslexia. MC NLM IDA
Depending on your child’s needs, they will master:
up to 20 vowel sounds and up to 55 ways to spell those sounds (e.g., late, table, tray, prey, aid, veil, break, sundae, eight, straight)
up to 24 consonant and digraph sounds, and up to 43 ways to spell those sounds (e.g., cat, kitten, school, duck, etc.), plus some challenges (e.g., box, queen, exam, etc.)
a multitude of 2-letter and 3-letter consonant blends (e.g., draw, blue, splash, strive, etc.)
distinguishing between different sounds (e.g., mat, met, and mitt, etc.)
segmenting and blending sounds to decode and spell (e.g., c-a-t= cat)
complex decoding skills
reading and understanding multisyllable words and other longer words (e.g., read-ing, walk-ed, un-help-ful, etc.), as well as phrases, and sentences
reading with the appropriate speed, accuracy, vocal expression, and comprehension
In-person or online sessions
You can choose in-person or online tutoring.
Both options are one-to-one for one hour. The sessions are very active and fun, so your child will be engaged and learning for every minute.
In-person sessions are available in the Halifax, Nova Scotia region.
Online sessions are available anywhere in Canada and the USA. You will use the free Zoom program on a computer or an iPad. A parent should be present initially while the learner becomes comfortable with our active, engaging process.
All of our sessions employ direct, explicit, and multisensory activities to maintain attention, improve learning, and ensure retention.
We use a systematic process. We begin with the simplest concepts, then move on to more complex concepts. We first teach the most common sounds, then add the less common sounds ( i.e., /t/ and /n/ before /j/ and /y/). And, we begin by using the most common spellings of the sounds and later introduce the less common spellings of the sounds (i.e., cake before eight and cat before duck).
We use hands-on experiences, spaced learning, and variety to ensure rapid progress.
In a typical session, we include activities for decoding, word work, writing, and reading.
We provide guidance and tips to help parents or guardians support learners at home.
We regularly monitor a learner’s progress and provide feedback to the learner’s parents or guardians.
Our Story
Hi. I’m John Munro.
Like many people, I became aware of the reading crisis when some of the children in my family were struggling to learn to read in school. I explored the situation and discovered that 30% of Grade 3 students in my area were not reading at grade level. That was 15 years ago, and today, 26% of Grade 3 students are still not reading at grade level.
I was also surprised to learn there was no consensus on the best way to teach a child to read. As you may know, this is often referred to as "The Reading Wars". So, I began to study everything I could find about what works and what does not work to help children learn to read, especially those with learning disabilities and learning differences. That led me to develop a tutoring system grounded in the best available evidence.
In 2011, I joined a national, non-profit literacy organization. I began as a volunteer reading tutor, helping a sixteen-year-old boy learn to read. Then I became a project manager organizing literacy programs across Canada (from the Yukon to Newfoundland and Labrador). And finally, I was their Regional Manager for Atlantic Canada, during which time we had up to 300 volunteer literacy tutors every year. I trained many of those wonderful volunteer tutors to use systematic phonics to tutor children of all ages. Also, since 2015, I have been active with a nonprofit organization that organizes conferences in Canada to encourage teachers to use evidence-based practices.
Research has concluded that struggling readers benefit most from evidence-based, one-to-one tutoring. As a result, I decided to offer my tutoring service to address the pressing need today. I have completed all the required background checks; you're welcome to request copies.
I truly believe that learning to read well is an irreplaceable and life-changing experience. In the end, all that really matters is how we can help your child achieve that goal.
I look forward to assisting you.
“My daughter (age 9) was reading well below grade level. She loved the tutoring and was never frustrated or bored. After receiving the tutoring, she was reading at grade level and was even chosen by her teacher to read to parents at a school event.”
Daniel (Father)
“My son had been struggling with reading for years, and I was not happy with the school system. He began tutoring, twice a week, with John at age 11 and was making tremendous progress in just 12 weeks.”
Vi (Mother)