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How does Multimodal Literacy work?

Contact us via email, phone call, Zoom, or text. Our director will be your initial point of contact and will assist in finding a tutor available to work with your child.


Alternatively, you can book an online assessment directly to get started with the tutoring process.

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How do I get a tutor?

Multimodal literacy focuses on the design of discourse by investigating the contributions of specific semiotic resources (e.g. language, gesture, images) co-deployed across various modalities (e.g. visual, aural, somatic), as well as their interaction and integration in constructing a coherent text.

The multimodal approach takes into account how linguistic and visual (and other) choices fulfill the purposes of the text, the audience and context, and how those choices work together in the organization and development of information and ideas.

Early Intervention

For children aged 4-5 at risk due to a family history of dyslexia, we focus on phonological awareness, the foundation of literacy. Phonology helps children understand speech sounds, while assistance is provided with letter recognition and fine motor control.


For students in grades 1 to 12 needing support with reading, spelling, and writing, our OG approach teaches the fundamental rules, phonemes, morphemes, and patterns of English. We also offer assistance with learning cursive writing.

While the Orton Gillingham Approach benefits all students, it is especially effective for those struggling with reading, regardless of dyslexia diagnosis.

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How Can We Help?

All students begin their tutoring journey with our head tutor, director, and founder, Kira Friesen-Sage. Following 2 to 3 sessions with Kira, students will transition to their dedicated weekly tutor.

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Can I work with the same tutor again?
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What is the recommended number of tutoring hours per week?

Typically, students receive 2 sessions per week, each lasting 45 - 55 minutes on non-consecutive days. However, our approach is highly individualized, so some children may have fewer or more sessions based on their unique needs. During holiday periods like summer or spring break, some students may opt for intensive sessions to accelerate their progress.

Overview of a Session
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  • Printing/Cursive/Typing Practice

  • Visual Identification of Phonograms

  • Auditory Identification of Phonemes

  • Blending Sounds and/or Phonological Awareness

  • Reading Words and Sentences

  • Spelling Practice

  • Sentence Construction

  • Heart Words (as needed)

  • Introduction of New Material (when needed; most lessons are review until a student is ready to progress to a new concept)

  • Oral Reading Using Decodable/Controlled Text

  • Written Expression (based on student needs)

  • Vocabulary Development (incorporated throughout the lesson)

Approach vs. Program: Understanding the Difference
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A program typically follows a structured plan or sequence to achieve a specific goal. In the context of Orton-Gillingham (OG), a program adheres to a set scope and sequence.

In contrast, an approach refers to the method or strategy used to address a problem or task. Orton-Gillingham is regarded as an instructional approach rather than a rigid method or program. As a practitioner, I tailor my approach to each student's individual needs, adjusting my methods as necessary to better support their learning journey.

This flexibility allows me to navigate the tutoring process in ways that best suit each student, ensuring that they receive personalized instruction tailored to their unique strengths and challenges.


 T 403.680.5476 /

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