08/08/2025
"Back to school tutoring service for those deemed "impaired" by a schooling system that deems them incorrect and how they're supposed to learn." By Artavis Clark, Santa fe college student.
My teaching philosophy is simple: I don’t see a reading problem. I see a system that failed to adapt, and a learner who’s been carrying the weight of that failure. The truth is, our brains are not one-size-fits-all. Some are wired for visual decoding, others for sound and rhythm, and still others for movement and touch. But the tragedy is that most schools teach as if every child’s mind takes the same road to understanding.
This is why I teach the way I do. It’s not just a hunch; it’s an act of correction grounded in decades of research. The data is unambiguous: structured, multisensory methods work. I’m not here to "fix" anyone, but to prove they were always capable. The real failure was structural.
The Science Behind My Method: Reframing the Problem
Instead of viewing learning differences as a deficit, I see them as a mismatch between the way a student's brain works and the way they've been taught. My approach is rooted in multisensory instruction, which integrates visual, auditory, and kinesthetic elements. This isn't a new idea. It’s built on the work of pioneers like Samuel Orton and Anna Gillingham, who developed a structured phonics-based method that engages both hemispheres of the brain. Grace Fernald’s Kinesthetic Method further showed that when students traced words while speaking and writing them, they showed remarkable gains in word recognition and comprehension.
Modern studies continue to confirm these findings. A 2001 study by Kujala et al. showed that dyslexic children who engaged with graphical representations of sounds improved their reading accuracy and speed. Similarly, Ecalle et al. (2009) found that a program involving spoken-written syllable matching outperformed standard methods, leading to higher gains in phonemic awareness.
These are not isolated success stories; they are statistically repeatable outcomes. A meta-analysis of 53 reading interventions found that systematic, explicit, structured instruction is the key to success. While being "multisensory" alone isn't a magic bullet, when it's combined with explicit, direct instruction, it yields verifiable gains.
From Data to Transformation: The Human Payoff
While the data proves my method is effective, the real payoff can’t be captured in a spreadsheet. It’s the transformation I see in my students’ faces.
When we begin, there’s often a look of hesitation—a look that says, “I’ve been here before, and it didn’t work.” But then, the moment a method connects with them in a way no one has tried before, there’s a visible shift. Their voice steadies. Their answers come faster. They start asking questions because they no longer fear the answer will expose them.
That’s the emotional dividend of doing this right. We don’t just teach them to read or write better; we give them back the willingness to try. This confidence leaks into other subjects, into social situations, and into the way they speak about themselves.
I’ve seen what happens when a child walks into a room already convinced they’re "broken." I've also seen the moment their posture changes—shoulders rising, eyes widening—when they realize the problem was never in their brain, but in the box the system tried to fit them into.
This is more than tutoring; it’s a correction of the record. Every student I work with is another piece of living, breathing evidence that the narrative of “impaired” is a fabrication. The path forward isn't to fix the child, but to fix the way we teach. Once you’ve seen that moment when a learner’s identity shifts from struggling student to capable thinker, you can’t go back. And I won’t.
First session is results based and I won't charge you anymore that 50 an hour if that's all you can manage and I'm willing to go as low as 20 for those in need of a discount. You can message me at anytime.