CATALYST 4 Learning LLC
An Educational Consulting and Tutoring Service
Specializing in
Structured Literacy
and
Dyslexia
About Catalyst 4 Learning
Catalyst 4 Learning LLC
Catalyst 4 Learning LLC is an educational consulting and tutoring service specializing in Structured Literacy for struggling readers and dyslexia. My emphasis is to empower parents to understand the strengths and needs of their child and inspire and encourage your child to be all that he/she can be. Your child’s reading success is an investment for their future as well as their self-esteem.
Many families contact me with concerns about their child’s reading. As parents, they know when something is not exactly right. With a background in assessments in identifying students' strengths and weaknesses, and certification in dyslexia and structured literacy, I can complete an informal evaluation to identify areas of struggles as well as strengths in reading. Even though I am a licensed educator and certified as a Dyslexia Specialist with years of assessing, I am not qualified to diagnose dyslexia, but I can identify characteristics that align with a dyslexia diagnosis to help you take the next step for your child.
As scheduling allows, I also offer tutoring services for those who are struggling with reading or have Dyslexia/Dyslexia characteristics.
Kathy Whaley M.ED., C- C/OGA, C- SL/Dyslexia Specialist
As a Dyslexia Specialist I have:
Certified Training by the accredited Orton Gillingham Academy at the certified level with over two hundred hours in class instruction and three hundred hours of observations with a fellow
Certified as a Dyslexia Specialist through the International Dyslexia Association (IDA) and the Center for Effective Reading Instruction (CERI)
Experience in working with students with dyslexia diagnosis or dyslexia characteristics while supporting parents in advocating for their child
Memberships in professional organizations like the International Dyslexia Association (IDA)
Experience in Evaluation Team Reports (ETR) Individualized Education Program (IEP) and 504
Knowledge in Multi-Tiered System of Supports (MTSS) and Ohio’s Dyslexia Guidebook used by Ohio Department of Education
Ongoing Professional Development to stay current with the latest research and best practices
Instructed preservice teachers with the latest research in reading and dyslexia at the university level
Dyslexia Characteristics that may be present
Pre K-1st
- Has a family history of reading/spelling difficulties
- Confuses left and right; delay in hand dominance
- Has trouble reciting the alphabet, numbers, days of the week or other sequences
- Has trouble learning common nursery rhymes such as “Jack and Jill”
- Has difficulty recognizing rhyming patterns (cat, bat, rat)
1st-3rd
- Has difficulty sounding out simple words (cat, map, nap)
- Complains about how hard reading or spelling is, or avoids reading
- Has trouble reading/spelling sounds in sequence (left for felt)
- Reading is inaccurate, slow, and/or is not automatic
- Spells words incorrectly, even common high frequency (was, were, then)
- Relies on pictures or memorization when reading
- Confuses similar-looking letters and words (b/d, p/q, was/saw)
4th -6th
- Reading is slow, inaccurate or halting/choppy
- Has trouble reading unfamiliar words; difficulty sounding out multisyllabic words
- Lacks strategies for sounding out new words
- Avoids reading aloud
- Has poor spelling and/or handwriting
- Spells words the way they sound, rather than the way they look
- Avoids reading and writing tasks; strongly prefers word processing
6th-and older
- Reading and writing are slower than those of peers
- Avoids writing; compositions are brief and simplistic
- Poor spelling and/or handwriting
- Suffers fatigue when reading; avoids reading
Consultation Services
Consultation Services Include:
Assessments and Identification:
· Conduct in-depth screenings and assessments to identify characteristics of dyslexia, addressing both strengths and challenges contributing to reading difficulties.
· Review previous assessments or reports conducted by the school district or outside agencies to gain an understanding of each student's needs.
· Make recommendations for a full evaluation for a Dyslexia Diagnosis if needed
Personal Recommendations
· Outline clear next steps for improving the students’ reading skills
· Suggest support and strategies that families can use at home as well as suggestions the school district may consider
Parent Guidance & Support
· Help parents understand their child’s reading profile
· Coach parents how to advocate for their child’s needs in the school setting and expectations for the school according to Ohio’s Dyslexia Guidebook
· Review current IEP and 504 plans to ensure parents understand the goals set and the progress their child is making
Progress Monitoring
· Do a follow up assessment to identify progress made
Community and other professionals:
Dyslexia Awareness opportunities
· Offer professional development workshops on dyslexia awareness to promote understanding and its impact on individuals.