Teachers at Wise Owl

Kim Kobre has been a learning specialist since 1995. She completed her undergraduate work at Elon University in Burlington, North Carolina. She has completed teacher trainings for both Orton-Gillingham and Slingerland Multisensory Approach for teaching students with Dyslexia. Kim works with students in elementary - high school teaching reading, writing, handwriting, comprehension, phonological processing, and study skills. Kim is experienced in helping families support their child with unique needs and can assist with managing the difficulties that stem from having learning and/or attention issues. She is an active member of the International Dyslexia Association and Parent Education Network and frequently attends lectures and workshops to stay current in the research and education of learning disabilities. Kim is an accomplished fundraiser and volunteer for the public schools, most recently at Montgomery High School where both of her sons graduated.

Kori Behler has been teaching since 1995. She completed her undergraduate work at University of Nevada, Reno and received her Masters of Arts in Special Education from Sonoma State University. Kori has a current CA Multiple-Subject Teaching Credential and is certified as an Educational Therapist. She has taught in a variety of settings including general education, special education, and Santa Rosa Junior College. She also spent time in South America (Chile) teaching English and learning Spanish. Kori works with students of all ages teaching skills related to reading, writing, math, study skills, handwriting, and offers programs for Spanish or English learners. Kori offers academic coaching/mentoring specific to students with difficulties of executive functions (such as time management, organization, long term planning, motivation), attention, and other related difficulties.Consultation and educational evaluations are available.

Becky Madison has been teaching since 1996; first as a High School English and Speech and Drama teacher, then as a homeschool mom of her three sons. She completed her undergraduate work at both UCSB and Sonoma State, graduating with an emphasis in creative writing. After completing her certification from Slingerland Multisensory Approach, Becky began tutoring students ranging from Elementary to College age. Her love for learning continues to fuel her additional education as she attends various conferences and workshops focused on teaching students with learning challenges. Because she has a son with Dyslexia, she has a unique perspective and knowledge from which to draw in order to help families and students alike. 

other info:
Attended Redwood Writers conference and currently writing a novel
Member of IDA
Board Member of Norcal Bike club which Wise Owl Learning sponsors

The Six Components of Reading

The science of reading has come a long way in the last 20+ years.  And in response, the ability to teach students that struggle with reading is no longer a mystery.  Students experiencing reading delays are much more likely to have access to appropriate instruction than they were years ago, and students with Dyslexia have a wealth of information at their fingertips to help them understand their unique style of learning and therefore become empowered to be their own advocates as they enter into higher learning. 

Reading is not a mystery.  The skills to good reading are clear, and the individual achievement of these skills easily measured.  To be a good reader, a student must be proficient in the following:  phonological processing, phonics, decoding, vocabulary, fluency, and comprehension.  A deficit in one or more of these areas may impact reading to the extent that it is not a usable skill.  However, a variance in strengths within these skills is common and some students manage quite well by having one area of strength compensate for a weaker area. It is also not uncommon for a deficit in one area to limit the development of another area.

The earliest skills developed through typical print and language rich homes are vocabulary, phonological awareness, and sometimes to a moderate extent, phonics.  Vocabulary development starts with direct language experiences- direct meaning face to face interactions, not screen time.  One major distinction between socio-economic classes (and predictive reading development outcomes) is the number of words a child is exposed to.  Some estimates cite the difference of word exposure from mothers to children to be 20 million words by the time a child is 3 years old.  

Phonological awareness skills are those skills that are developed through rhyme, activities that promote vowel sound recognition, alliteration, and sound substitution (like in the song Apples and Bananas).  These skills are developed in a completely auditory capacity through language play and interaction.

These early skills impact the later reading development that is directly taught once a child enters school.  Phonics instruction dovetails on phonological awareness development.  It provides the visual symbol that goes with the sound, as well as teaching the common patterns and structures of words.  (Example:  the first patterns often recognized are the short vowels followed by a consonant, like at, it, on, if).

As reading skills develop further, children are taught more than just phonics.  Decoding is the instruction in the syllabication and blending of words.  It teaches students how to read a word that has not previously been memorized by applying the phonics and syllabication rules.  This is a very critical skill for reading development and also furthers vocabulary development since good decoders are able to accurately read and be exposed to new words, thus facilitating further vocabulary development.

Fluency is the ability to read quickly and accurately, so that the process of reading is efficient.  Fluency is not just about the speed of reading.  Fluent readers are able to chunk words correctly into phrases, give the correct intonation while reading, and demonstrate the punctuation at the end of sentences (ex: questions usually end with a rising inflection, statements end with a lower intonation).  Pausing appropriately is also important.

Comprehension is the ultimate goal of reading.  The culmination of all the previously discussed reading skills lend to the ability to comprehend what is read. When comprehension lags, it is sometimes due to the fact that the previous skills require so much effort to implement, that the brain is too taxed to determine what the content is.  Other difficulties can impede comprehension as well and a direct instruction to comprehension is also needed.  Development of comprehension includes the ability to identify basic information such as who/what/when/where/why and summarize the content, but also builds to include inference skills and prediction.

Reading is a complex process that relies on strong individual skills that the student can easily integrate. Fortunately, we are now empowered with more knowledge than ever before in how to instruct students who struggle with reading and the outcomes for these students need not be restrictive.