Is their reading slow, choppy, or just plain inaccurate? Is their spelling a mess? Are they beginning to dislike school, or coming up with ways to avoid it? Or maybe their teacher says they are behind or need extra help? And what about those math facts? Are they a nightmare for your child to remember?
If any of this is true, you've come to the right place!
Research shows that dyslexia is the most common learning disability, affecting up to 20 percent of our population, to varying degrees. Dyslexia often runs in families and makes it hard for people to read, write, and spell - despite having normal intelligence (and often times very high intelligence). Many families struggle for years trying a variety of programs to help their child. Often times, little progress is made.
There is Hope.
I'm here to tell you that there is hopefor people struggling with dyslexia! Research has shown which methods work best to teach dyslexic students to read and spell. I'm happy to be using these proven methods to help students reach their highest potential.
The International Dyslexia Association recommends reading instruction that focuses on the decoding skills struggling readers with dyslexia need to succeed in reading, taught in an explicit and systematic manner. This is the approach the Barton Reading and Spelling System uses, which is why I use it and why it has been so successful since 1998.
Everybody-Reads offers one-on-one tutoring using the Barton Reading & Spelling System. The Barton System is different from many other reading and spelling programs because it is based on modern brain research and is a multi-sensory, direct, explicit, structured and sequential program designed for intense intervention. These methods were designed by the research team Orton-Gillingham and have been used successfully since the 1930s. The International Dyslexia Association advocates reading education systems that use this explicit and direct teaching method to teach phonemic awareness and phonics.
People learn best when they use all their senses - visual, auditory, tactile, and kinesthetic.
Intense Instruction with Lots of Practice
I ensure mastery before moving on to the next concept.
Direct, Explicit Instruction
I teach directly and explicitly each and every concept that affects the English language.
Systematic and Cumulative
Lessons are logically arranged, and each lesson builds upon the last. Learned knowledge is continually reviewed and practiced.
Synthetic and Analytic
I teach students how to combine individual letters or sounds together to form a word (synthetic), and also how to break a long word into smaller pieces (analytic).
I constantly assess my students' understanding of concepts and adjust the pace accordingly. I strive to keep material challenging, while also ensuring mastery of previously taught concepts.
All tutoring is one-on-one.
I tutor in my home in Poulsbo.
Students must complete two, 50-minute sessions each week. More sessions each week will result in faster progress.
Sessions are $55 per 50-minute lesson. Payment is required at the beginning of the month for all sessions for that month. In case of illness or an emergency, make-up sessions are offered.
Sibling discounts are available.
Beginning in July 2019, I will be offering tutoring on Mondays, Tuesdays, Wednesdays, and Thursdays, between the hours of 9 a.m. and 3 p.m.
How it Works
1. Free Assessment
2. Make a Schedule
3. Regular Progress Reports
New Student Requirements Not everyone is ready to be tutored using the Barton System. New students must:
Struggle with spelling when writing
Struggle to easily sound out unknown words when reading
Be at least 5 years old and in kindergarten
Speak and comprehend spoken English
Have an IQ of 70 or higher
Pass a student screening
Ready to Get Started? Schedule your tutoring session below.
Meet Your Teacher
JoAnn Fitch got a B.A. in psychology from California State University, Northridge in 1977 and a teaching credential from the same university in 1981. She has taught elementary grades since then, with 23 years in fourth grade at Gateway Christian Schools. In 2013, she completed studies to receive a Special Education endorsement from the University of Washington and joined the Bremerton School District in the resource room, satisfying a lifelong passion to meet the needs of all learners.
JoAnn married her husband, Tom, in 1987. Together they have two children; a son, Joseph, born in 1992 and a daughter, Christie, born in 1994. Also, an important part of her family are their two Lhasa Apso/Maltese mix dogs, Taffy and Teddy. JoAnn’s hobbies include traveling with her husband, walking her dogs, and enjoying our beautiful Pacific Northwest.
Barton Reading and Spelling System tutor Certified teacher since 1980 Special Education teacher for 6 years M.A. in Reading and Language Arts
"With the right instruction and effort, everybody can learn to read." JoAnn Fitch
These are the testimonials for the Barton Reading and Spelling system.
Claire is blossoming at school. She completed the first three Barton levels before starting fourth grade, so she is in the regular reading group. She is thrilled to be participating in grade-level novel studies. She loves to read!
Her written expression has greatly improved now that she has the tools to proofread her own work. I can’t thank you enough for developing the Barton System for parents like me, who have limited access to services and training. It is, by far, the most cohesive, understandable reading and spelling program I have ever taught — and I taught elementary school for 14 years."
My son is now in Level 5 of the Barton System and he’s in a reading frenzy. When we were shopping at Costco, I finally had to take his book away. He said it was so good he couldn’t put it down. Those were the magic words I’d hoped to hear for so many years. After one year of tutoring, he’s gone from struggling with second-grade readers to rapidly and accurately reading — and loving — fifth-grade books. Your system is fabulous." Sharon Marriott
I am such a huge supporter of Bright Solutions. My dear daughter, who loved books but couldn’t read them very well, never made the “jump” beyond Go, Dog, Go By her 2nd or 3rd grade year, I knew my bright little girl should be reading more fluently. She became so discourage. This was in 2001. Fast forward to 2012 – she finished the Bright Solutions series a few years back, read books and enjoyed it. She has now finished her Sophomore year of High School – her GPA is (this brings tears to my eyes) 4.0. I am proud, not because her GPA is awesome, but because she is so proud of herself, her excitement for learning is beyond anything I would have ever imagined.) I absolutely endorse and love Bright Solutions and to Susan, from the bottom of my heart, thank you for your commitment to literacy, to our children." Betsy Lester
There is Hope for Reading Improvement for People With Dyslexia.
Reading Rockets At the University of Texas--Houston, Dr. Papanicolau is using technology to show eight-year-old Peter Oathout his difficulties with reading are rooted n his brain. Published on Apr 14, 2014
Dyslexia and the Brain What parts of our brain light up when we read? How does the brain of a child with dyslexia work differently? In this video, Guinevere Eden, PhD, walks us through dyslexia and the brain: which parts of our brain we use when we read, how our brains change when we learn to read, and the difference that a successful dyslexia intervention can make in brain function.
Dyslexia: A Hidden Disability An excellent documentary on adults and children who have dyslexia and the doctors and educators who are working to make a difference in their lives. It features interviews with Steven Spielberg, Charles Schwab, Whoopi Goldberg, Sally Shaywitz, and Craig Watkinson.
The D Word: Understanding Dyslexia Additional accounts of the dyslexic experience from children, experts, and Iconic leaders help us understand that dyslexia is as much a gift as it is a challenge.
Can you help with other reading problems, like comprehension?
My services are designed to help students who are dyslexic, or those who struggle to accurately read and spell. If your child has difficulty with ONLY comprehension, for example, but can read and spell with ease, my type of tutoring would not be a good fit.
However, children with dyslexia will typically struggle with reading comprehension until they learn to read accurately and fluently at their grade level. At that point, comprehension usually comes up on its own.
What classroom accommodations may be helpful to my child?
Until children are able to read, write, and spell at their grade level, classroom accommodations are essential to help them learn and demonstrate their knowledge. Some examples of accommodations include oral tests, extended time, keyboarding, and taking modified spelling tests.
The Barton System offers spelling tests that correlate to each lesson. Many teachers will accept these spelling words in place of their regular spelling list each week.
For more information about classroom accommodations, read this listor watch this video.
How long does it take to finish all 10 levels of the Barton System?
While individual progress varies, a student that is moderately-dyslexic who is tutored twice a week year-round will take around 3 years to complete the program. Each student's progress is determined mainly by how often they are tutored and the severity of their dyslexia.
Is tutoring a long-term commitment?
While you may stop tutoring at any time, it's best to consider tutoring a long-term investment. Teaching dyslexic children to accurately read and spell takes a lot of time and effort. Please do not think that a few months of tutoring will quickly solve your child's difficulties. Over time they will make great progress, but it's important to understand that completing the program takes several years.
Should I ask my child to read to me every night while they are being tutored?
No. Most children with dyslexia have developed guessing strategies to help them read. These guessing habits are difficult to stop. So until a child has completed Level 4 in the Barton System, please do not allow them to read outloud. That's because until they have completed that level, most text that students encounter will contain words they are unable to decode accurately. If a child is asked to read that text out loud and they don't know how to decode it, they will be forced to guess - and that keeps reinforcing their guessing habit. Instead, you may enjoy reading to your child. However, since every Barton lesson offers many opportunities to read words, phrases, sentences, and stories, I will have lots of decodable text that your child can take home and read aloud.
There is Hope.
Request a free assessment to see if you or someone you love can finally achieve reading success.