Around the Corner Tutoring: Landmark

Recognized internationally as a leader in the field of language-based learning disabilities.

Landmark’s Six Teaching Principles

1. Provide Opportunities for Success

2. Use Multisensory Approaches
3. Micro-Unit and Structure Tasks
4. Ensure Automatization through Practice and Review
5. Provide Model
6. Include Students in the Learning Process

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Two-Column Notes

.. is a note-taking strategy that divides a page into two columns. Students write main ideas and concepts in the left column and supporting details and information in the right column. This technique is especially useful for analyzing well-structured, content-rich, sequential reading selections.

The Two-Column Notes can be used in a variety of forms.

Main Idea-Detail Notes–Students identify key concepts and their supporting details.
Opinion-Proof Notes–Students isolate statements of opinion, bias, or limited point of view.
Hypothesis-Proof Notes–Students identify predictions or theories and evaluate the evidence offered for their proof.
Problem-Solution Notes–Students write the nature, causes, and effects of a problem in the left column and potential solutions in the right column.
Process Notes–Students describe a process in the left column and then outline the specific steps in the process in the right column.

Read about the Landmark Two-Column Note-taking Method.

"Education is the kindling of a flame" -Socrates

Ms. Pendery believes that all students can learn and reach their academic potential given the appropriate methodology and ample opportunities for practice. While working with children, Ms. Pendery creates a positive, lively, and individually focused learning experience that helps students overcome the obstacles that have stood in their way. As students’ skills develop, they achieve success in all subjects and gain in self-confidence. Learning becomes an enjoyable, satisfying experience, and an end in itself.

The Facts

Scientific investigations have established the following facts:

Learning to read is not a natural process. Most children must be taught to read through a structured and protracted process in which they are made aware of sounds and the symbols that represent them, and then learn to apply these skills automatically and attend to meaning.
Our alphabetic writing system is not learned simply from exposure to print. Phonological awareness is primarily responsible for the ability to sound words out. The ability to use phonics and to sound words out, in turn, is primarily responsible for the development of context-free word-recognition ability, which in turn is primarily responsible for the development of the ability to read and comprehend connected text.
Spoken language and written language are very different; mastery of each requires unique skills.
The most important skill in early reading is the ability to read single words completely, accurately, and fluently.
Context is not the primary factor in word recognition.

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According to the NICHD:

Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulty in single word decoding, usually reflecting insufficient phonological processing. The difficulties in single word decoding are often unexpected in relation to age and other cognitive abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems in reading, a conspicuous problem with acquiring proficiency in writing and spelling.

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