The Wilson Program Works! It is the leading program that gets dyslexic children to grade-level reading, and it is used widely in dyslexic schools across the US.
We help students become independent readers
- A middle school boy began tutoring with Aspire in June. He had never been able to read a chapter book despite years of trying. After 4 months of tutoring, and spending the summer listening to audiobooks, he decided to tackle his favorite book series, Warrior Cats, and he was able to successfully read it.
- After listening to 15 audio books during the month of July, and finishing Book 9 of the Wilson program, an Aspire seventh grade student was able to read the first three books of the series Little House On The Prairie entirely by herself. This was a book series she had wanted to be able to read on her own for years.
Audiobooks improve vocabulary, comprehension, focus, visualization while enjoying literature, and foster a love of books. Audiobooks and Orton-Gillingham tutoring are key to getting children to reading independence.
We deliver reading growth
- In 2016, a 6th grade boy’s mother noticed he was having trouble reading when he couldn’t read the names on Christmas packages. After testing indicated he had dyslexia, her son began tutoring with Aspire. This student made 45 months of reading growth in 10 months of Wilson tutoring at Aspire Academy. He came three times a week to tutoring, and requested three times a week so he could catch up to his peers.
- One fourth grade Aspire student tutored three times weekly. He began at a first grade reading level. After 7 months of tutoring, his ability to pay attention improved as measured by his educational psychologist. After 16 months of tutoring, he was reading at a 6th grade level, spelling at grade level as measured on his school spelling tests and enjoys reading chapter books on his own.
- Aspire Academy tutors a child in her home in the mornings before school. At first tutoring was hard and difficult because reading was difficult. Ten months later, her MAP scores improved 15 points, she is able to read small chapter books, and she is all smiles when her tutor comes to the door. She even complains when tutoring time is over.
We graduate students!
- At Aspire Academy, we measure progress frequently. One student, a fourth grade boy, had received Wilson tutoring for 3.5 years. At the end of Book 7 (out of a 12-book system), testing showed he was reading at a high school level, and he had mastered all concepts in the program. We graduated this student and proudly celebrated his success. He did not need to complete the entire program.
With tutoring, children’s attention spans Increase and attitudes improve
- When a child can’t read and spell to the level of others around them, they tune out and feel like they can never learn. School is a constant struggle, and it is hard to pay attention.
- Some kids develop learned-helplessness (the attitude that I will never be able to learn this). Others develop anxiety, withdrawal, oppositional, clowning or hyper-active behaviors.
- As a tutor, I have seen these symptoms slowly disappear for children over the course of tutoring. Children begin to be able to hold greater attention during reading tasks, begin to experience success and learning, and feel pride in their accomplishments. Troublesome behaviors begin to decrease and disappear as reading and spelling improves. Yes, this is anecdotal, but it definitely observable.
We can personalize our services to fit your child’s needs
- One of our students had such difficulty reading, that her tutor came to school during language arts to read her materials and worksheets to her, as well as deliver her Wilson lessons. Within two years of this dedicated help, the student was able to achieve grade-level reading, and work independently at school, without the tutoring.
- We had a student switch to Aspire Academy because we provide the same tutor for every lesson, we only tutor individually, and our tutors are dedicated to that student. Due to the more positive emotional support, relationship building, and the needs of that child, he committed to coming twice a week instead of one time a week. This was a huge step for this student and is a testimony to our focus on emotional support as well as reading support during tutoring lessons.