Q1: How long will my child need to be tutored?

It is not possible to answer this question initially. At the time of testing we see what the student is able to do that day, but it does not give us information on how quickly the student is going to learn. It is our experience that we have seldom seen a child for less than 6 months, and in most cases we don’t see them for longer than 2 years. There are exceptions, however. As the demands of school increase, the student often requires support in different areas, and therefore tutoring continues for longer.

Q2: How will this affect my child’s future educational experience?

Most the students that we work with have average to above average intelligence. Our job is to get the student to the point that they can function within their specific learning profile, and to understand what it is they need to do to be a successful learner. Looking at our past students, most have been successful through college. It has taken hard work and commitment but they have managed to stay on track with their schooling and college experiences.

Q3: Will my child ever be able to function without support?

Yes, but as Dr. Larry B. Silver, the current guru on learning disabilities and author of The Misunderstood Child, once said in a lecture “There is only one consistent thing we can guarantee parents and that is the inconsistency that you are going to have to learn to deal with.” While things may seem to be under control, new circumstances in a child’s life can cause the challenges you thought your child had overcome to resurface. Your child may reach the point where they can function without support, and then suddenly life will throw new and different challenges their way or demands will become more abstract, and they will need support again. It is really unpredictable, but be prepared for it. It is not regression, just a new stage.

Q4: Must I tell the school about the testing results?

It is our belief and experience that if we want the school to partner with us, and to do all they can to make your child’s learning experience as positive and successful as possible, we need to share all the information we can with them. We know that often as a parent you feel that you do not want your child labeled or put in a “box” but please remember that you are dealing with professional people and they need the information to be able to offer your child their full support.

Q5: Should I put my child on medication?

There is not a single yes or no answer for this question. Each case is different and needs to be considered in its entirety. There are many factors to consider and we can help you navigate through all of them. However, you will still need to consult with your pediatrician or even a child psychiatrist.

Q6: If my child has dyslexia will he or she ever be able to read?

Dyslexia is a broad name for any type of reading disorder. Thus it is difficult to answer this question without more information about the type and complexity of the problem. However, in all our years of teaching, there has never been a child that we have not succeeded in teaching to read. What has varied is the time it has taken and the reading fluency of each child. Also, please bear in mind that in today’s world there is incredible technology available to help students with their reading.

Q7: My child’s teacher says that my child is challenged in ways that other students are not. Is it too early to do anything about this in kindergarten/1st grade? Should I wait for them to mature?

This is something that we feel very strongly about. Early intervention is critical. The younger a child is upon initial evaluation, the easier it is to overcome his/her difficulties. Children do not outgrow their learning difficulties and the longer you wait the bigger the gap. Also, it is counterproductive to continue learning without having a solid foundation of the basics. I faced exactly the same challenges when I was his or her age and I was not tutored. I turned out just fine. Is tutoring really necessary? Please remember the world today is very different from the one in which you grew up. The demands placed upon students today are far greater and the competition out there is fiercer. In addition, much more is known today about how students learn, and what they need to do to be successful. Why therefore would we want our children to “suffer” like we did to get to where we have gotten to? Would it not make more sense to give them the tools they need for success as soon as possible?

Q8: Should I still be reading to my child when they can read to themselves?

Reading to one’s child is very important. It is wonderful quality time for a parent and child, and you are able to read to your child at a higher level than they can read for themselves. This allows them to be exposed to higher level language and critical thinking skills which is important to their overall language and cognitive development. There may come a time when your child will not want to read with you, but he/she will want to read alone. This is fine as well.

Q9: Should I allow my child’s teacher to modify things for my child or is it just “dummying down the curriculum”?

Modifications have nothing to do with “dummying down the curriculum”. They simply serve to make your child’s life more bearable and to allow them to reach their potential in spite of their challenges. Modifications may be as simple as turning their lined paper sideways so they have columns to write their numbers in on their math pages in order to add or subtract the numbers accurately. If your child has visual processing issues the modifications may include circling the answers to multiple choice questions (on a standardized test) on the question sheet rather than transferring the answers onto an answer sheet. Thereafter, a teacher will transfer the answers onto the answer sheet.