Frequently Asked Questions
Why is learning to read challenging for my child?
Learning to read involves several different processes that integrate to create a fluent, accurate reader with good comprehension. While every child is different, typically difficulty with phonemic awareness and letter-sound correspondences are areas that contribute to weak reading development.
Phonemic awareness is a set of oral language skills that involve noticing and manipulating phonemes, or the smallest unit of speech. Simple phonemic awareness tasks involve blending sounds (pushing sounds together) or segmenting words (pulling sounds apart). More sophisticated phonemic awareness skills include phoneme insertion, deletion, and manipulation (e.g. "Say 'snake.' Now say 'snake' but don't say 'n'."). Research tells us that phonemic awareness is one of the most significant predictors of successful reading and spelling, since students need the oral language skills to work with phonics, or letter-sound correspondences.
We've tried tutoring before. How is your approach different?
While some students do benefit from curriculum support, remediation is a very different service. Remediation is more educational therapy than tutoring; this is due to the research-based programming that specifically targets the skills necessary for academic growth. Bright Light Learners provides targeted intervention that specifically addresses the root of a child's academic weaknesses. Think of it as supporting how a child learns instead of what a child learns.
How do you measure progress?
Progress monitoring can be achieved in two different ways: curriculum-based assessments and outcome measures. Curriculum-based assessments are typically built into the remediation programs offered. For example, a child in Corrective Reading has daily fluency checkouts that are scored and graphed, as well as periodic mastery tests to ensure they are at mastery. These assessments measure the child's progress within the specific program.
Outcome-based measures indicate how the child is progressing in relation to same-age peers. These give more of an overall "big picture" indicator of student progress. These measures depend on the focus of a child's program, and occur periodically throughout their support.
How often should my child attend?
While each child has individual needs, generally speaking twice weekly sessions are recommended to give a child the repetition and intensity of instruction necessary. All sessions are completely one-on-one with an Ontario Certified special education teacher.
When and where do you teach?
All after-school sessions take place at our offices at 2425 Bloor. Select daytime sessions are available and may be able to take place at the child's school, when applicable.