about us
According to the noted educator Sandra Rief, students retain
10% of what they read20% of what they hear30% of what they see50% of what they see and hear70% of what they say90% of what they say and do. |  |
Aldon Tutoring Centres, Greensnborough offers individual coaching using a tailored program to boost self-confidence and independence in a small group environment to meet classroom pressures. Students are tutored by a qualified Primary and Secondary teacher in a fun, educational environment. They are encouraged to modify their behaviour to improve their learning.
Free academic testing.
Tailored Multimedia programs in
Language (Reading, Spelling, Comprehension and Essay writing)
Maths (Tables, Number facts, Fractions, Decimals, Problem solving, Algebra) - designed for P-10.
VCE English, Biology, Psychology - other subjects on request and subject to tutor availability.
Adult language classes
Computer classes (Keyboard skills, Microsoft Office, Internet and Mail).
Tailored Multimedia programs in
Language (Reading, Spelling, Comprehension and Essay writing)
Maths (Tables, Number facts, Fractions, Decimals, Problem solving, Algebra) - designed for P-10.
VCE English, Biology, Psychology - other subjects on request and subject to tutor availability.
Adult language classes
Computer classes (Keyboard skills, Microsoft Office, Internet and Mail).
Features
SMALL CHUNKS - Each individual skill is broken down into the smallest possible component or "chunk" of information. Each fact of information is taught to mastery before the student moves on to the next level. We directly teach the skill. With our method the student can never "miss" something or become overwhelmed.
SYSTEMATIC - Each fact is taught incrementally, step by step. The skills that are more difficult to master are repeated in a scientific pattern to assure mastery.
MULTISENSORY - Four senses are utilised. This develops the weaker senses and maximizes the stronger senses. The instruction is interactive using auditory, oral, visual and kinetic senses.
Pay per lesson (however, there is a discount for 10 week blocks of consecutive tuition).
Why are so many struggling students not noticed until about Year Four and beyond?
At about Year Four, there is a marked increase in the number of children referred for reading assistance (Chall, Jacobs, & Baldwin, 1990). This may represent the dawning of teachers' recognition that the maturational delay hypothesis can no longer be used to explain the lack of reading progress. More salient perhaps is the generally unacknowledged explosion of new words in textbooks at about that time (Carnine, 1982) and of the increased complexity of the words in those texts (Henry, 1991). Many students who have relied upon whole-word memory recognition as their mode for storage and retrieval find the strategy collapses in Year Four. Whereas, a word recognition capacity of 400 words is adequate for coping with text up to this time (and many children's visual memory can manage such a load), the demand increases dramatically to about 4000 words around that year, and up to 7000 words by Year Six (Carnine, 1982), what Share (1995) describes as an "orthographic avalanche" (p.17).
For the student who relies primarily on word shape, the task is similar to that required in visually memorizing 7000 telephone numbers. In those languages that do rely on images rather than an alphabet for their construction, the number of words that are typically employed in print is far less than in English. For example, Chinese adults are said to have a working familiarity with only about 4000-5000 (Adams, 1990). Students who cannot access the phonological route to identify the escalating array of new words obviously struggle, and progress grinds to a halt. In truth, they had difficulties before this time, but perhaps managed to disguise them in classrooms where careful continuous assessment of word attack skills was unavailable. Unfortunately, this under-identification appears to be even more likely for girls, as their rate of referral for assistance (about 1 in every 4 referrals) does not match the prevalence (about equal with males) of reading problems among females in our society (Alexander, Gray, & Lyon, 1993).
Taken from "Addressing Reading Failure at the Secondary Level: Problems and Issues" Thornbury-Darebin Secondary College Thursday 25/10/2001-
We attempt to build on what children know and extend their competencies by- presenting the task and explaining its relevence
- using the Aldon system to reduce the number of steps required to solve a problem
- maintaining the motivation and direction of the activity
- turning mistakes into learning features to produce the ideal solution
- controlling frustration and risk in problem solving by removing peer judgement and competition
(1) Rief, Sandra F. How to Reach and Teach ADD/ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. The Center for Applied Research in Education, 1993, p. 53.
(2) Hempenstall, Dr Kerry, RMIT, Bundoora http://www.rmit.edu.au/departments/ps/staffpgs/hempenart/Thornbury%20Darebin2.doc.
(2) Hempenstall, Dr Kerry, RMIT, Bundoora http://www.rmit.edu.au/departments/ps/staffpgs/hempenart/Thornbury%20Darebin2.doc.
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