The GiGi’s Playhouse 1:1 Literacy Tutoring Program uses a methodology with documented success based on research by professionals in the field. The ability to read opens doors for individuals with Down syndrome in the workplace, schools and the community. Developing reading skills also leads to improvements in speech and language development, auditory perceptual skills and working memory function. Our goal is to foster a love for reading and provide an opportunity to develop and master skills, all while building a positive relationship with our volunteer tutors.
It is such a joy for us to be able to provide this amazing learning tool for our families. Being able to see and hear the wonderful progression of our students is pure joy. Below, we would like to share a few of those stories with you.
Here are some of our success stories:
Kinley: Kinley is always ready to learn when she comes to GiGi’s Playhouse. She always comes in with a smile on her face and her GiGi’s backpack on her back. She stops by the office on her way to her tutoring room to greet everyone and pass out hugs. She likes to look at the computer to see what we are working on. She is always such a joy to have around. In the video below you can see Kinley reading a book (from our literacy program) to her big brother, Kyle.
“Kyle thought he was going to help Kinley read this book…..but nope, she just started reading it on her own! She finds a way to amaze us every day💙💛” – Sara, Kinley’s mom
Barry: At breakfast, we always read a devotion. This morning Barry said “Wait, I’ll get my reading glasses to read. I am learning.” He did a great…beyond what I thought he could do. He was so proud of himself. In just one session, Alex has motivated him to improve!” – Wendy, Barry’s sister
Erin: “Erin is participating in her second session of literacy tutoring. She began learning letters, sounds, and a few sight words. Erin then progressed to reading 2-4-word sentences. Now, in session 2, Erin is making HUGE progress and knows that she can read! She is beginning to blend sounds together and knows many more sight words. She is now able to read longer sentences with these sight words and comprehend the text. Erin is now wanting to read on her own and in tutoring wants to use her finger to follow along in the book instead of me. “ – Pam, Erin’s tutor