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Sandy has 30 years of experience as a highly respected educator and
learning consultant specializing in learning disabilities, reading
difficulties and dyslexia.
Research based multisensory approaches in treatment of skill deficits
including Orton-Gillingham, Wilson Reading and Rewards are utilized to
improve reading skills.
Sandy Eberle,
M.A. Education
SERVICES PROVIDED:
•
Comprehensive Educational and Learning Evaluations
•
Reading Deficits Screening
•
Dyslexia Screening
•
Parental Assistance & Support
•
Remediation and Tutoring
– Reading Readiness and Basic Reading Skills
– Reading Decoding, Fluency, Vocabulary, Comprehension and Spelling
– Homework Assistance (Pre K - Fourth Grade)
Nationally Certified Educational Diagnostician
NJ State Certified Special Education and
General Education Teacher
NJ State Certified Learning Disabilities
Teacher-Consultant
Eberle Assistance &
Reading Remediation
908-812-1767
ebsldtc247@gmail.com PEEWEE UNIVERSITY 10 North Road, Warren NJ 07059 (732) 356-6746 | (908) 255-3992 (after 6:00 p.m.) www.PeeWeeUniversity.com OPEN ALL YEAR! 7:00 AM - 6:00 PM • Learning center atmosphere • 6 weeks - 6 years • Qualified teachers • Hot meals • State licensed “It is far better to build a child than to rebuild an adult.” Open Registration ENROLL NOW! The glorious days of summer will soon be com- ing to an end. There is the excitement of starting a new school year, purchasing school supplies, and reconnecting with friends. For some stu- dents who struggle with reading, there is also a certain amount of apprehension. For these stu- dents reading is a laborious process that requires a significant amount of effort to read a word or a sentence on a page. Parents may wonder, “Why does my bright, intelligent child, who can do so many things well, struggle with reading, writing, and spelling? Why can’t he remember the weekly spelling list words we’ve spent hours reviewing? Why does he read so slowly?” There is the possibility that the student has dyslexia or a reading disability. The International Dyslexia Association defines dyslexia as a “language based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills such as spelling, writing, and pro- nouncing words.” Brain imaging studies show differences in the way the brain of a person with dyslexia develops and functions. Dyslexia isn’t rare. About one in five students have dyslexia. It occurs in people of all back- grounds and intellectual levels. Dyslexia is famil- ial; parents, aunts, uncles, or cousins may have similar difficulties. Dyslexia is also on a continu- um and can range from very mild to severe. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and life. The most effective treatment utilizes scientif- ically proven methods for teaching reading. Sally Shaywitz, M.D, the author of Overcoming Dyslexia, reports common warning signs of dyslexia. The Preschool Years • Trouble learning common nursery rhymes, such as “Jack and Jill” • Difficulty learning (and remembering) the names of letters in the alphabet • Difficulty with recognizing letters in his/her own name • Mispronounces familiar words; persistent “baby talk” • Doesn’t recognize rhyming patterns like cat, bat, rat Kindergarten & First Grade - Reading • Reading errors that show no connection to the sounds of the letters on the page – will say “puppy” instead of the written word “dog” in an illustrated page with a dog shown • Does not understand that words come apart • Complains about how hard reading is, or “disappearing” when it is time to read • A history of reading problems in parents or siblings • Speaking • Cannot sound out even simple words like cat, map, nap • Does not associate letters with sounds, such as the letter b with the “b” sound Second Grade and Up - Reading • Very slow in acquiring reading skills. Reading is slow and awkward • Trouble reading unfamiliar words, often mak- ing wild guesses because he cannot sound out the word • Doesn’t seem to have a strategy for reading new words • Avoids reading out loud Speaking • Searches for a specific word and ends up using vague language such as “stuff” or “thing” a lot, without naming the object • Pauses, hesitates, and/or uses lots of “umm’s” when speaking • Confuses words that sound alike, such as say- ing “tornado” for “volcano,” substituting “lotion” for “ocean” • Mispronunciation of long, unfamiliar, or com- plicated words • Seems to need extra time to respond to questions School and Life • Trouble with remembering dates, names, telephone numbers, random lists • Has trouble finishing tests on time • Extreme difficulty learning a foreign language • Messy handwriting • Low self-esteem that may not be immediately visible The typical process to identify and confirm this condition is evaluation, interpretation, plan- ning, and remediation. Although this appears to be a daunting task, don’t despair. With over 30 years experience in this area, I can provide you with assistance and guidance with all or any of these steps. Contact Sandy Eberle ebsldtc247@gmail.com. THE NEW SCHOOL YEAR: EAGERNESS OR ALARM? By: Sandy Eberle