The Peterson Academic Center offers one on one tutoring in secondary math and science. We also offer reading intervention for struggling readers of all ages.
Secondary Science, Math, and/or FSA, SAT, ACT Test Prep
One on one instruction in all middle school math and science, Chemistry (all levels), Physical Science, Astronomy, Biology, Algebra I & 2, Pre-Calculus, MCR, Trigonometry, FSA, SAT, and ACT prep.
Virtual and face to face instruction is available.
SAT/ACT prep is recommended for a minimum of 8 sessions prior to testing.
Study Groups
Available for all middle school math and science, Chemistry (all levels), Physical Science, Astronomy, Biology, Algebra I & 2, Pre-Calculus, MCR, Trigonometry, FSA, SAT, ACT prep
Study groups are great for ongoing academic support and preparation for EOC’s, AP exams, or test prep. Study groups consist of 2 to 4 students who meet with the tutor once a week to review and practice course material. It is up to parents and students to find and form their own group. Students should be in the same course at similar academic levels. Once you have a group of 2-4 students who want to work together, then contact us to set up a schedule to work with the tutor weekly.
Reading Intervention for All Ages
One on one reading intervention using diagnostic assessments and Structured Literacy through Orton-Gillingham based programs such as LiPs and Barton Reading and Spelling along with comprehension strategies based on the CRISS (Creating Independence through Student-owned Strategies) project.
For reading intervention, one on one twice weekly sessions for a minimum of three months (24 sessions) is ideal to see progress. The minimum commitment is once a week for at least three months (12 sessions). Every three months, students will be re-assessed to guide intervention and to give parents feedback. There are no guarantees or predictions for the pace of a child’s reading progress due to the many contributing underlying factors.
Systematic and Cumulative
Structured Literacy instruction is systematic and cumulative. Systematic means that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements. Cumulative means each step must be based on concepts previously learned.
For more information:
Explicit Instruction
Structured Literacy instruction requires the deliberate teaching of all concepts with continuous student-teacher interaction. It is not assumed that students will naturally deduce these concepts on their own.
Diagnostic Teaching
The teacher must be adept at individualized instruction. That is instruction that meets a student’s needs. The instruction is based on careful and continuous assessment, both informally (for example, observation) and formally (for example, with standardized measures).
What is Orton-Gillingham?
The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. It is most properly understood and practiced as an approach, not a method, program, or system. In the hands of a well-trained and experienced instructor, it is a powerful tool of exceptional breadth, depth, and flexibility.
The essential curricular content and instructional practices that characterize the Orton-Gillingham Approach are derived from two sources: first from a body of time-tested knowledge and practice that has been validated over the past 80 years, and second from scientific evidence about how individuals learn to read and write; why a significant number have difficulty in doing so; how having dyslexia makes achieving literacy skills more difficult; and which instructional practices are best suited for teaching such individuals to read and write.
The Peterson Academic Center 