Reading Adventures With Amy!, LLC
About
The most important skill a child learns in school is how to read well. If a child struggles with reading, it will negatively affect every subject studied in school. Furthermore, people who don't read well don't develop strong critical thinking skills. Amy Coffey can change the trajectory of your child's life by teaching your child how to be an outstanding reader. Investing in her services will be one of the greatest investments you will ever make.
In her literacy lessons for children ages 5-13 and grades K-8, Amy will guide your child to master reading, writing, and spelling using phonetic decoding skills.
Your child will develop knowledge of grammar, morphology, and the history of the English language. Your child will achieve excellence in reading comprehension and an extensive vocabulary. They will learn how to write well and to express themselves clearly.
With the interweaving of phonology, morphology, and etymology, The Classical Phonetic Method for Reading is a program Amy developed to teach young readers the secrets to the English language and the tools they need to skillfully apply that knowledge.
Amy has a Master of Elementary Education degree from Xavier University and over 25 years of experience in teaching. Amy knows how students learn best. She knows how to engage them in fun learning activities while they master the tools needed to become independent readers and exceptional students.
Check out her web page, readingadventureswithamy.com for more information on her exciting literacy program!
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Frequently asked questions
What is your typical process for working with a new student?
When working with new students and getting to know them, I begin by determining where they are in the academic areas of concern. I find out what they already know (the comfort level), what they are currently working on (the challenge level) and what they are struggling with (the frustration level). We take the components in the challenge area and practice them. Simultaneously, we break down the parts in the frustration level to understand them and assimilate them into the challenge level material. The student receives a lot of guided practice and feedback until he or she is able to complete the material independently.
What education and/or training do you have that relates to your work?
I have a Master of Education degree from Xavier University, 1994, in Cincinnati, Ohio. I have a Bachelor of Music Education degree from Miami University, 1986, in Oxford, Ohio.
I have taught music in both private and public schools, with my last post at The Summit Country Day School in Cincinnati. I taught math for two years to high school students through a homeschool program known as Providence Extension Program, and all subjects for two years to sixth graders in another homeschool program known as Classical Conversations. I taught a kindergarten class in an Ohio public school, providing at-risk students with extended learning under Ohio's Title I program. I have also taught people of all ages through a ten year private music lesson venture. I tutored children of all ages in all subjects with Sylvan in Mason, Ohio.
Most recently, I taught children ages five through sixteen English as a second language through an online teaching platform for children in China.
Do you have a standard pricing system for your lessons? If so, please share the details here.
I charge $25 for a 30-minute session. Based on my experience, it is best to keep sessions to thirty minutes for young children and allow the new concepts to become assimilated by students rather than covering large ground at once. Academic material is best absorbed in smaller chunks with time for the mind to practice and accommodate the new information.
How did you get started teaching?
I began teaching music in the public schools right after earning my Bachelor of Music Education degree. Four years later I began my Master of Education degree and substitute taught while working on that degree.
What types of students have you worked with?
I have worked with students of all ages - from three years old up to 70 years old. I have taught people of all abilities and many with disabilities. I have worked with autistic children, children with reading disabilities, and children with whom English is not their first language. I have enjoyed many rich and rewarding successes with all my teaching experiences.
Describe a recent event you are fond of.
In the past year and a half, I have written a book. It is a juvenile fiction for the middle-grade reader and I am in the process of revising and formatting it for publication. This book is a joy to work on and I am looking forward to writing more.
What advice would you give a student looking to hire a teacher in your area of expertise?
Obviously, students need to find a teacher who is knowledgeable, but it is important to find a teacher who the student is comfortable with. This leads to building trust. When a student needs knowledge, they are in a vulnerable position with a teacher - they need someone who can guide them with respect, trust, and joy.
I would also like for students to understand that they are capable of achieving great things, but it is a process. They need to be prepared to take things in small steps. Students can celebrate each achievement along the way, and before too long they will see how far they have come.
What questions should students think through before talking to teachers about their needs?
The learning process involves not only the passing down of knowledge, but also the skills of the learning process itself. I can teach this skill alongside the material to be taught. It involves using the terminology of the material, and the ability to specify the areas of concerns. For example, students will sometimes simply say "I don't get it". Together we can work on determining what "it" is, and then relate it to something the student does understand.
It is also very important that even if the student does not know exactly how to ask a question, we should not have "floating question marks" in our minds. All questions and concerns need to be addressed. I encourage students to ask, ask , ask!