2006 – Present, Fort Myers, Florida
As co-developer of Wordy Worm Reading/Raising Robust Readers, my contribution embodies the decades of experience and research as a teacher (classroom and homeschool), tutor, volunteer, and parent of a child with special needs.
2005 - present
4-K and elementary classroom professional development
GiGi's Playhouse, Down Syndrome Achievement Centers (national literacy program)
1993 - Present Commissioned and free lance published in:
Exceptional Parent Magazine
Communication Skill Builders
Fort Myers News Press
Down Syndrome News, National Down Syndrome Congress
"Welcome to our Family, Casey Patrick" (chapter in book)
1990 – Present Sample conferences and organizations:
Gigi's Playhouse Down Syndrome Achievement Centers, National Conference
Lee County Reading Council
National Special Needs/Struggling Readers Conference - Florida Parent Educators Association and National Home School Legal Defense Association,
International 321 eConference - Down Syndrome
Florida Professional Educators Association
Great Southeast Homeschool Convention
South Florida Homeschool Convention
Home Education Resources and Information
Southeast Homeschool Expo
United Methodist Association of Preschools of Florida
National Parent to Parent - Florida and Alaska
National Down Syndrome Convention
Children's Medical Services "Parents as Equal Partners"
workshops for School Districts of Lee, Collier, and Pinellas Counties
Alabama Early Intervention and Preschool Conference
Family Network on Disabilities
Council for Exceptional Students - Division for Early Childhood
In person and online tutoring. Students range from accelerated to struggling. Specializing in students with Down syndrome
Catholic Diocese of Venice, Florida
2000 – 2005 Fort Myers, Florida
Tutored students from kindergarten through high school in reading and study skills.
Academic and Life Skills Tutor
2000 – 2002 Lee County Florida
Full time. Special needs - Home- and community-based instruction included reading and other academic areas, daily living skills, and on-the-job training.
Previous part-time positions with Lee County School district included adult education and alternative learning programs.
As an avid reader, English teacher, reading tutor, and mother, reading – and learning to read– has always been important to me! When our youngest son, Casey, who has Down syndrome, was going through school, the typical reading programs were not effective in teaching him to read. So I took extra college reading courses, reading workshops and in- service programs in an effort to find what would work. Finally, learning and understanding phonograms –the single letter and multi-letter combinations that represent the smallest sounds in words– provided Casey with the quantum leap in learning to read.
Later, when our oldest granddaughter turned three, I started to teach her the phonograms. Children are such miracles, so eager to learn. Their minds, like the proverbial sponge, soak up everything.
The method I had learned for teaching phonograms was not particularly engaging. And while I had used additional creative exercises of my own, I wanted a more systematically playful approach to introducing them. Enter my friend, fellow grandmother, and creative artist, Marilee.
I remember when Judy mentioned to me that she had started teaching Katelyn the phonograms. She explained, "If young children can tell you that a cow says, ‘moo,’ then they can tell you that m says /mmm/. “
I wanted to start teaching them to my 3- year-old granddaughter as well. But I didn’t know how. As a child, I had not been taught phonics beyond the sounds of the alphabet. I found learning to read, using basic phonics, to be confusing and frustrating. I am blessed with a great memory. However, learning to memorize 200,000 words to become a proficient reader proved to be rather challenging. In fact, this was the primary reason I wanted to be sure Summer learned this very systematic code. I knew it would give her the added confidence and solid foundation so important in learning to read.
Judy was used to thinking on her feet and individualizing her instructions for her son and her students. But I needed something more concrete. I can remember every poem my mother ever wrote, so I thought putting the phonograms to rhyme would help me. Judy and I combined our skills putting the phonograms to song and adding visual clues and gestures.
When Marilee (Mino) and Judy (Omi) first started working with their grand-daughters, they took photographs of Summer and Katelyn. Later, they added their younger granddaughters, Sydney, Caroline, and Cameron acting out the phonograms. They used the pictures to illustrate phonogram cards and help the girls to learn. They wrote books, made up games, and went on phonogram hunts all around town.
One day Judy met a friend who was Casey’s first principal and later became director for staff development for the school district. When she heard about their reading activities, she said, “You have a moral obligation to share this with other children.” Judy’s first reaction was, “Please don’t tell me I have a moral obligation to do that. I’m Catholic. I have enough moral obligations going on.” But Judy listened (of course!). And Marilee joined in--knowing what a difference it would make.
Marilee thought it was a good idea to share all they had researched and developed because, for her, learning the phonograms was like discovering a code. All the things she could have learned as a child about reading and spelling were so simple after all. So she put her creativity to work, imagining a little friend that would help children learn and remember. With that, the reading detectives brought ME to life–to make it fun for everyone. Now I help teach the rhymes and gestures. I can show you how to read on the go wherever you go. I make teaching easy and learning fun. I hope you’ll join us.