Reading and Literacy

Learning to read and write is a complex process, and some children need more explicit or individualised support to develop these foundations.

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I work with children who are finding reading, spelling or writing difficult, including children with dyslexia, dysgraphia or persistent gaps in their literacy skills.

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My approach is structured, multisensory and responsive to the individual child. Drawing on Orton-Gillingham principles, I break learning down into manageable steps and build new skills systematically, while keeping sessions engaging and encouraging.

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What might we work on?

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Depending on the child's needs, sessions may include:

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• phonological awareness and phonics

• decoding and reading accuracy

• reading fluency

• spelling and spelling patterns

• syllables, word structure and morphology

• vocabulary and comprehension

• sentence construction

• written expression and organisation

• strategies to support dysgraphia

• building confidence and independence

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What does a 45-minute session look like?

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Each session follows a clear structure, while allowing flexibility for the individual child.

We may begin with a short review of previously learned skills, followed by explicit teaching of a new concept. This might then be practised through reading, spelling, word work, writing or multisensory activities.

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Skills are revisited regularly so that learning becomes secure, before gradually introducing new challenges.

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The aim is not simply to complete more work. It is to help children understand how language works, experience success and develop skills they can increasingly use independently.

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