Explore Literacy Services
Personalized assessment and literacy support services
Foster Literacy provides individualized, evidence‑based support grounded in the Orton‑Gillingham approach. Instruction is diagnostic and responsive—each lesson builds on what your child knows, what they’re ready for, and what will help them grow with confidence. Using a structured, multisensory method, students strengthen foundational skills in reading, writing, and spelling while developing a positive sense of themselves as learners. Tutoring is offered at a minimum of two 1‑hour sessions per week to ensure skills are reinforced consistently and progress remains steady.
Services
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One‑to‑one teaching for students who need clear, direct support in reading, writing, and spelling. Instruction is diagnostic, which means each lesson is adjusted based on how your child is learning. This approach is designed to help learners with dyslexia or other reading challenges make steady, meaningful progress. Students attend a minimum of two one‑to‑one sessions per week to ensure consistent reinforcement and progress. All sessions are in-person.
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Literacy screenings that provide a clear picture of your child’s current reading and spelling skills. Families receive a summary of strengths, areas of need, and recommended next steps. Screenings help determine whether structured literacy intervention is the right fit and will guide lesson planning.
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Specialized support for French Immersion students who need clear, direct instruction in English literacy. Sessions focus on English phonics, spelling patterns, vocabulary, and confidence with English reading and writing. For parents who are unsure if their child is developing the required English literacy skills while they develop their French literacy skills.
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Small groups meet once per week and include three to four carefully skill-matched students. These sessions blend structured literacy instruction with the social motivation and fun of learning alongside peers. Ideal for students who would benefit from additional support but may not need intensive 1:1 remediation.
“Decades of multidisciplinary research has shown that the best way to teach all students to read words is through direct, explicit, systematic instruction in foundational word-reading skills. ”