Children's Dyslexia Centers of Cincinnati

Teddy Bear 5K Registration for LivingSocial Customers

admin — Fri, 17 Feb 2012 17:55:29 +0000

The deadline to complete online registration has passed. Please bring a printed copy of your LivingSocial voucher to the race so that you can register on site. Also note that the March 9, 2012 deadline for commemorative T-shirts has passed.

Please contact us at 5k@cdcoc.org if you have any questions.

PLEASE READ THE FOLLOWING INFORMATION CAREFULLY.

April 15, 2012 – 9:00 a.m. – Rain or shine
Starting line, finish line, and medals: Cincinnati Masonic Center, 317 East Fifth St., Cincinnati, OH 45202 (next to the Taft Theatre)

Race-day packet pickup will be available at the Cincinnati Masonic Center, 317 East Fifth Street, beginning at 7:30 a.m. Those who have registered before March 9, 2012 can pick up their materials before race day on April 11, 2012 from 4:00-6:00 p.m. at the Norwood campus of Children’s Dyslexia Centers of Cincinnati (2020 Hopkins Ave., Norwood, OH 45212) or April 12, 2012 from 4:00-6:00 p.m. at the Cincinnati campus of Children’s Dyslexia Centers of Cincinnati (317 East Fifth St., Cincinnati, OH 45202).

Click here to download complete event details and a pledge form for the 2012 Teddy Bear 5K. The link will open in a new window. The form is available as a PDF file only.

Click here to follow the Teddy Bear 5K on Facebook. The link will open in a new window.

Click here to follow Children’s Dyslexia Centers of Cincinnati on Facebook. The link will open in a new window.

Children’s Dyslexia Centers of Cincinnati Holds Training Program

admin — Tue, 13 Dec 2011 16:54:46 +0000

Children’s Dyslexia Centers of Cincinnati offered an intensive training program for teachers and tutors this summer. Fourteen days of practicum included lecture and study of the Orton-Gillingham multisensory techniques for tutoring children with dyslexia or teaching in a classroom, preparation of lesson plans, individual tutoring with supervision, and study of English language structure conventions.

Our summer program enables us to reach more children with dyslexia and to help our students maintain the progress made during the school year. Due to the large number of students on our waiting list, it is imperative that we train more tutors to meet the need. Receipt of a grant from the Charles H. Dater Foundation enables us to make our summer program possible and supports our goal of providing assistance to the families who are on our wait list.

Structured for Success

admin — Mon, 03 Oct 2011 10:16:22 +0000

Cathie Arnold

Our campuses utilize a clinical model that incorporates the latest scientific research in the field of reading and spelling education, as well as dyslexia and dyslexia remediation. First and foremost, we take into account the child’s emotional well-being, as each lesson is individualized to remediate dyslexia according to the child’s intellectual level. Our lessons are structured for success so that our skilled tutors can always guide the student to the correct response. Our students know that we never ask anything of them that they are not able to do, providing emotional security within our learning environment.

The Waiting List

admin — Tue, 06 Sep 2011 11:35:24 +0000

Sara Harig

To obtain a place on the waiting list for one of our campuses, a checklist must be followed. The first on the list is to call either the Cincinnati or Norwood campus (closest in proximity to you) to receive an e-mail with complete instructions, information, and the application itself. We will also talk you through the application process. The information required for our application process is important in helping us to decide whether our program is right for your child. We are always looking to include, not exclude, but it is so important not to waste your child’s valuable educational time if our program does not fit his or her needs.

admin — Sun, 21 Aug 2011 19:35:55 +0000

The Orton-Gillingham approach to teaching reading has had a positive and life-changing impact on the students who I am tutoring—all of whom have increased their reading ability dramatically. The success that they have in the tutoring sessions has given them the skills they need to decode and read in the classroom. It has increased their confidence greatly. Before pursuing this certification, I had a bachelor’s degree in education and a master’s in curriculum and instruction. I taught language arts for seven years at the middle-school level. The reading instruction that I am learning now had never been taught or presented to me in either of these academic programs. Learning the Orton-Gillingham approach has changed the way I teach! I am actually learning the fundamentals of our language, and I am able to pass this on to my students. I will soon be teaching third graders. I will be able to instruct my students in reading with an approach that will have an unmistakably positive effect on their ability to read.
— Tonya Rouse, 2010-2011 Scholar

admin — Sun, 21 Aug 2011 19:35:08 +0000

Anna and Benjamin were fully aware they were struggling with learning to read, but only if they suffered more would the school district test them. My husband and I decided to pay out-of-pocket for a full educational and psychological evaluation. As we expected, both Anna and Benjamin have dyslexia. Both children were accepted to the Children’s Dyslexia Centers of Cincinnati in September, 2010. The tutoring they receive is priceless. Through Orton-Gillingham tutoring, Anna and Benjamin have not only kept up with their peers with reading, but also are now above their grade level. Both children have developed a love of reading. Seeing my children spontaneously curl up with a book and start reading is invaluable. Telling them they have to stop reading and get to sleep because tomorrow is a school day is priceless. Their dyslexia has given them strengths in other areas such as creativity and three-dimensional spatial relationships, but their dyslexia is no longer diminishing their self-esteem. In fact, through the Children’s Dyslexia Centers of Cincinnati, they have developed greater confidence and improved self-esteem. It is a strong confidence and self-esteem they both will need as they continue with their education. Children’s Dyslexia Centers of Cincinnati is helping build a strong foundation for their futures.
— Elizabeth R.

admin — Sun, 21 Aug 2011 19:34:18 +0000

From the beginning, Alyssa struggled in school with just the basics. Even though I would read to her every night, as I would for my other two children, she would never seem to pick up on things—even the ABCs. It did not seem to me that she enjoyed learning. Alyssa struggled with speech phonics and went into speech therapy. I practiced every night with her. Kindergarten isn’t supposed to be hard, but it was for Alyssa. By the fifth grade, Alyssa believed she was dumb. But things turned around for her when she was accepted to Children’s Dyslexia Centers of Cincinnati. Alyssa’s tutor was so wonderful and patient. I think she learned more from her tutor that first year than she did in any normal reading class at school. She actually started to read books by herself! Alyssa’s school work improved, and in the sixth grade she went from Cs and Ds to being on the honor roll. Through her work at Children’s Dyslexia Centers of Cincinnati, she is able to self advocate for herself by telling others just what it is that she needs to learn, such as typing things out on a computer rather than writing things down, or that she needs things explained again, or just to sit up front. I knew from the moment she was accepted that Alyssa’s life would be forever changed. The way an Orton-Gillingham tutor teaches a child stays with them forever. She went from not believing in herself to saying she wanted to go to college. Alyssa is learning the whole time we’re at Children’s Dyslexia Centers of Cincinnati, and that has been going on for almost three years—a result of the outstanding, expert tutors who have given my daughter the ability to read and understand.
— Catherine A.

admin — Tue, 07 Jun 2011 18:54:45 +0000

When my daughter began at Children’s Dyslexia Centers of Cincinnati in sixth grade, she was reading at a third-grade level. She was very frustrated in school and did not enjoy reading. In fact, it was a daily struggle to get her to read any homework or reading assignments. Rachel is now in eighth grade and is reading at grade level. Her teachers say that she has more confidence in the classroom and volunteers to read aloud. I am so thankful for the Children’s Dyslexia Centers of Cincinnati. They have truly changed my daughter’s life. She wants to be a special-education teacher to help students like her who have struggled. Thank you!
— Sara C.

admin — Tue, 07 Jun 2011 18:33:20 +0000

For many years, Ryan was miserable. He couldn’t spell, his writing was terrible, he had anxiety. He was a mess for being six years old. We were at a loss and had no idea how to help him or where to do for help. When it came time to do homework. Ryan would cry uncontrollably. He was not able to do homework without a meltdown. I had no idea what was wrong and what was causing his emotions. I was so worried that he might hurt himself. We were losing him. Our family is so thankful for the learning center. You have given us hope, strength, and something that we could not do for our very own child. You have given us our Ryan back! We are so grateful that the center exists and recognizes that the need is out there. You see the success in every child that walks through your doors. We hope that you continue this program and keep giving back the parents the children that they used to have before for their challenges were recognized.
— Mrs. G.

The Value of Independent Reading

admin — Tue, 07 Jun 2011 12:56:45 +0000

Cathie Arnold

Now that summer vacation is here, it’s more important than ever to make sure that children spend time reading every single day! Variation in time spent reading outside of the school setting plays a large role in vocabulary development. A study on the independent reading (outside of the school setting) of fifth graders conducted by Anderson, Wilson, and Fielding (1988), showed that a child at the 80th percentile in amount of independent reading time (14.2 minutes per day) was reading more than 20 times as much as the child at the 20th percentile (0.7 minutes independent reading minutes per day). The average child at the 90th percentile (21.1 minutes of reading per day) reads almost 2,000,000 words outside of school per year—250 times more than the 8,000 words read by a child at the 10th percentile (0.1 minutes per day).