Cook’s Independent Tutoring, Coaching, & Consulting, LLC.

Tutoring:

Check out my one-on-one tutoring and online classes

(Children & Adults)

Morphology, including Orthography (Vocabulary, Spelling)

Sight Words (Memorizing Them for Fluency)

Early-Advanced Literacy Development (Phonics Phonemes to Comprehension)

Emergent to Advanced Phonics-based with Montessori/Orton-Gilligham (Reading Intervention)

Fiction & Non-Fiction Writing (Heavy emphasis on Transitional Phrases)

Amazon Publishing and Book Writing for Publication (Writing)

Graphic Organizers & Critical Thinking Skills (Reading Comprehension)

Magic School Bus or National Geographic (Listening Comprehension)

Reading In Research (Comprehension and Natural Inquiry aka of the “Why”- and best for the Interest-based learner)

Basic- Advanced Spelling (Phonics and Spelling Rule Based)

Basic- Advanced Grammar (Advanced-Prep.)

Screen Play Writing (Creative Writing) 

Syntax with Poetry (Creative Writing)

Science Journaling (Informational Writing)

Visual Processing Exercises (Visual Tracking)

Speed Reading Practice (including Vocabulary)

Applied Math (Research, Project Based- Word Problems/Solving)

Montessori Math (Multiplication and Long Division) 

…Also, General Turtoring w/Help With All Subject/Content Areas (including support in Science, Language Arts, History, etc.)

…Also, phonological awareness continuum and figurative language activities from my Montessori, Orton-Gillingham, Certified Reading Specialist Background…Learning Style Awareness for Study and Testing Skills (Knowing One’s Strengths, Gifts & Talents and Testing for GED, SAT/ACT, GRE, TOEFL, Driver’s Permit, etc.) including Life Skills, Goal Setting with Mind Maps, Calm Mindset, and Resilience Coaching!

SUMMER ONLINE CLASSES 2024—–INTAKE FORM HERE

***PRESS HERE For MY RESUME HERE 

📱 (205)-427-3034
📧 tcookmyelbert@gmail.com

Video on Mind Maps https://lucid.app/lucidchart/64eae213-55a1-4cc9-bd95-a2f0ae708c88/edit?viewport_loc=-943%2C260%2C1584%2C915%2C0_0&invitationId=inv_ca0cb466-95f9-4a2e-b509-8f5d246ea911

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Cook’s Evaluation:

It’s a comprehensive assessment approach for a student’s literacy skills, taking into account various factors that may impact their performance such as spelling and writing inventories. By observing the student’s sensory acute response to stress, we can gather information about how they react to challenging situations such as passage reading using running records, which can inform how you design instructional strategies that help them regulate their emotions and maintain focus. The evaluation is for my tutoring, families, and schools collaboration. 

The evaluation plus dyslexia and other learning difference screening is also very helpful and highly recommended. By considering the student’s interest survey and overall behaviors based on executive, somatic, and autonomic functioning, you can gain a deeper understanding of their learning style and preferences, as well as their overall physical and emotional well-being. I can help you create a more personalized and effective plan for supporting the students with the following:  

Agnosia (Auditory, Visual, Verbal- Verbal Auditory)

Dyslexia

Specific Learning Disability (SLD)

Specific Language Impairment (SLI)

Visual Processing Disorder (VPD)

Auditory Processing Disorder (APD)

Dysgraphia

Central Processing Disorder (CAPD)

Sensory Processing Disorder (SPD)

Autism plus Irlen Syndrome

Twice Exceptionality (2e)/Gifted and Talented

ADHD 

including Social/Emotional (Anger/Shame) Domain

Gifts, Strengths, & Special Interest

Interoceptive Discrimination Disorder (IDD)

NOTE:

Dyslexia is a learning disability that affects a person’s ability to read, write, and spell. It is a neurological disorder that affects the way the brain processes information. Dyslexia is a common disorder, affecting approximately 10% of the population. It is important to understand the characteristics of dyslexia to help those who struggle with it, such as in the following ways:

One of the main characteristics of dyslexia is difficulty connecting letters to sounds. People with dyslexia have trouble identifying speech sounds and learning how they relate to letters. When they omit sounds, they might also sound confusions such as repetition(s), substitution(s), addition(s) or delete altogether. Additionally, the transversal(s) and reversal(s) of letters, and words are more common in students with visual processing difficulties. Note: “One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.” https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia

It is important to note that dyslexia is not a sign of intelligence or lack of effort. People with dyslexia may have normal or above-average intelligence, but their reading and writing abilities do not match their intellectual abilities. They may have difficulty with phonemic awareness, which is the ability to identify and manipulate the individual sounds in words. Individuals with dyslexia and other learning differences may also have difficulty with working memory, which is the ability to hold information in the mind while using it to complete a task. This can make it difficult for them to remember spelling rules or read fluently.

SUMMER ONLINE CLASSES 2024—–INTAKE FORM HERE

***PRESS HERE For MY RESUME

📱 (205)-427-3034
📧 tcookmyelbert@gmail.com

LinkedIn: https://www.linkedin.com/company/65346400/admin/feed/posts/  

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Epigenetics Coaching:

Check out my

 classes and what I offer:

My ELBERT: Helping Those with a Neurodifference Enjoy Learning Again

• Understanding Dyslexia and Other Neurodevelopmental Differences
• Diversity, Equity, Inclusion, & Belonging for the Neurodiverse
• Neurodivergent Learning Management Techniques & Classroom Management
• Developing Connections & ECE Children’s Literature 
• Family Attachment & Parenting with Language and Literacy
• ABC’s including Autonomy, Attunement & Adaptability
  
• Epigenetics: Breathing & Calming Exercises and Activities
• Journaling & Poetry for Atonement, & Agency
  
• Bible Study (Relations, Intentions, & Affirmations- including Bible Brain Balancing)
• Remembering Calm & Listening Skills (Brainstorming Emotions/Mind Maps & Tools for Calm
• Career & College Readiness Including ACT/SAT (15 plus-adult)
• Study Skills/Test Taking Strategies (such as Mind Mapping)
• School & Grade Level Readiness
  
• Positive Guidance/Discipline with Language and Literacy
• Spiritual Epigenetics: Ways of Bible Study and Literacy (Children & Adults)
• Identity & Building Character with Language and Literacy
• Emotional Intensity…
  • Cook’s Nurture Their Nature: “The Adoration Brain”, Also Known As The RAS
  • Cook’s Nurture Their Nature: “The Recompense Brain”, Also Known As The PONS
  • Cook’s Nurture Their Nature: “The Supplicant Brain”, Also Known As The Thymus
  • Cook’s Nurture Their Nature: “The Devotional Brain”, Also Known As THE ARAS
• Strategies for Overcoming Criticism in Spiritual Discernment:
  • Understanding and Dealing with Shame and Guilt in Spiritual Discernment
  • Identifying the Root Causes of Anger and Hatred in Spiritual Discernment
  • The Role of Forgiveness in Spiritual Discernment for Neurodiverse Individuals
  • Navigating Grief and Remorse in Spiritual Discernment and Revelation
  • Learning to Surrender Control and Trust God in Spiritual Discernment
  • Overcoming Fear and Anxiety in the Process of Spiritual Discernment
  • The Importance of Community Support for Neurodiverse Individuals in Spiritual Discernment
  • Embracing and Celebrating Neurodiversity in Spiritual Discernment

Neuropedagogy

My Neuropedagogy is a field of study that combines neuroscience, epigenetics, nouthetic Christian studies, positive psychology, and educational pedagogy, with the aim of understanding how the brain processes information and how this knowledge can be used to improve teaching and learning. My Neuropedagogy also includes: Neuropsychology, Orton-Gillingham, Montessori and “Science of Reading”, and Evangelical and spiritual/religious studies (such as Nouthetic Counseling, as well Motivational Interviewing with CreW methods; Epigenetic Cascading Effect in Spiritual Epigenetics) along with my perpetual care for the “whole person” via Montessori Philosophy.

NOTE:  Neurodivergent individuals, including those with dyslexia, ADHD, autism, and other differences, have unique strengths and abilities that can be leveraged to achieve success in both personal and academic pursuits.

Through Family and Resilience Coaching/Training, we can identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem and connection (unity) with God; and promote behavior change including optimal mental health and resilience in experiencing such those with emotional intensity, twice exceptionality (2E), and/or stealth dyslexia, also known as compensatory dyslexia, is a specific type of learning difficulty where individuals with underlying reading challenges manage to appear to read at an average or above-average level. This “masking” effect makes it challenging to identify and diagnose, often leading to undetected difficulties and a sense of frustration for the individual. 

Twice Exceptionality (2e)

Twice exceptional (2e) individuals, also referred to as twice-exceptional or dual exceptional, are those who exhibit exceptional abilities in one or more areas alongside learning or developmental challenges. This combination presents unique strengths and challenges that require a nuanced understanding and specialized support. As well, I observe “dyslexic tendencies” when stressed for a spelling test, it is referred to as “stress-induced dyslexia” or “test-induced dyslexia”. This condition is characterized by difficulties in reading, writing, and spelling that are specifically triggered by stress or anxiety during testing situations. Another term that can be used to describe this phenomenon is “stress-induced reading impairment”. 

Characteristics:

• Learning or developmental challenges: They may also experience learning difficulties like dyslexia, ADHD, autism spectrum disorder, or other challenges.
• Asynchronous development: Their intellectual abilities may not be evenly distributed across all domains, leading to asynchronous development where some areas are more advanced than others. 
• Exceptional abilities: They may exhibit exceptional abilities in areas like academics (giftedness), arts, music, athletics, or specific skill areas.

Engineering-Technical Giftedness:

• Advanced vocabulary and comprehension skills.
• Complex problem-solving abilities.
• Proficiency in math, science, and technology.
• Quick acquisition of knowledge.
• Enjoyment of puzzles and intellectual challenges.

Total Evaluative Giftedness:

• Creative problem-solving with multiple solutions.
• Unconventional and imaginative thinking.
• Strong ability to visualize and manipulate objects.
• Expressive and creative self-expression.
• Attention to detail and observation skills.

Digital Giftedness:

• Exceptional artistic abilities in both traditional and digital media.
• Proficiency in digital-media technologies.
• Creative use of visual arts and design.
• Strong aesthetic sense and creativity in digital mediums.

Drama Giftedness:

• Musical, dramatic, and emotional intelligence.
• High sensitivity and deep passion for music, dance, drama, and emotions.
• Creative expression through performance and storytelling.
• Artistic and creative thinking in dramatic contexts.

Interpersonal Giftedness:

• Exceptional oral and linguistic abilities.
• Strong verbal skills, syntax, and vocabulary.
• Wordplay and descriptive abilities.
• Excellent interpersonal and communication skills.
• Engaging and persuasive speaking style.

Multi-Domained Giftedness (Einstein Mind):

• Exceptional abilities across multiple domains (see above and below).
• High scores on multiple-intelligence tests.
• Specialized interests and analytical abilities.
• Strong logical reasoning and problem-solving skills.
• Proficiency in math, science, creativity, coding, and intrapersonal skills.

Visionary and Innovator Giftedness:

• Bold and innovative ideas.
• Outside-the-box thinking.
• Visual-spatial thinking and expression.
• Problem-solving abilities that lead to positive change.
• Expertise in areas like space exploration, sustainable energy, etc.

Early identification and intervention Agnosia: Auditory, Visual, Verbal- Verbal Auditory are crucial for all types of dyslexia, dysgraphia, etc. to help individuals develop effective coping mechanisms and reach their full potential. It’s important to acknowledge that individuals with neurodivergent traits or conditions, like dyslexia, may experience emotions like anger and shame differently from individuals with neurotypical development. This can be due to factors like challenges with emotional regulation. Here are different types of learning social-emotional differences:

Dysnomia: Difficulty in word-finding or name retrieval. Double Deficit: Difficulty in both auditory and visual processing. Motor Skills: Difficulty in motor skills, such as writing or coordination. Auditory: Difficulty in processing auditory information. Visual: Difficulty in processing visual information. Auditory & Visual: Difficulty in processing both auditory and visual information. Motor & Auditory: Difficulty in both motor skills and processing auditory information. Motor & Visual: Difficulty in both motor skills and processing visual information. Motor & Auditory & Visual: Difficulty in motor skills and processing both auditory and visual information. Phonological dyslexia (Auditory dyslexia): is a specific learning disability that affects a person’s ability to process and manipulate the sounds of language. Dyseidetic dyslexia (Surface dyslexia): struggles with whole-word recognition and spelling of words that have irregular spellings, especially those that don’t follow consistent sound-symbol relationships. Developmental Dyslexia: This is the most common and well-known type of dyslexia. It refers to neurological differences that affect reading fluency and accuracy. Acquired Dyslexia: This type of dyslexia is not present at birth but develops later in life due to brain injury, stroke, or other neurological conditions. Dysnemkinesia: Difficulty in recognizing and understanding movement. Dysphonesia: Difficulty in processing and understanding speech sounds. Dyseidesia: Difficulty in processing and understanding written words. Dysphoneidesia: Difficulty in processing and understanding both speech sounds and written words. Dysnemkinphonesia: Difficulty in recognizing and understanding movement, speech sounds, and written words. Dysnemkineidesia: Difficulty in recognizing and understanding movement and written words. Dysnemkinphoneidesia: Difficulty in recognizing and understanding movement, speech sounds, and written words. Dyscalculia (Math Difficulty): Is a learning disability that affects a person’s ability to learn and understand mathematical concepts.  Nuccolculia: Difficulty in processing and understanding numerical concepts and calculations. Usability Symptom: Difficulty in using or navigating technology or digital interfaces. Stealth dyslexia (Compensatory dyslexia): is a specific type of learning difficulty where individuals with underlying reading challenges manage to appear to read at an average or above-average level.  Twice exceptional (2e): Individuals, also referred to as twice-exceptional or dual exceptional, are those who exhibit exceptional abilities in one or more areas alongside learning or developmental challenges. Directional “Geographic-Spacial” Dyslexia: This is a rare type of dyslexia characterized by difficulties with spatial orientation, understanding maps, and navigating unfamiliar environments. It’s important to note that dyslexia is a complex condition, and individuals may experience a combination of these difficulties to varying degrees. The specific manifestation and severity of dyslexia can vary from person to person. Diagnosis and understanding of dyslexia require comprehensive assessment by professionals specializing in learning differences. Along with neuropsychologist for common behavioral challenges often observed in individuals with dyslexia and sensory processing disorders: Oppositional Behavior: Individuals with dyslexia may exhibit oppositional behavior, characterized by defiance, resistance to authority, and a tendency to argue or disobey rules. Frustration: Frustration is a common emotional response to the challenges associated with dyslexia, including difficulties in reading, writing, and academic tasks. This frustration can manifest as irritability, emotional outbursts, or feelings of hopelessness. Avoidance of Reading-Related Tasks: Due to the challenges they face in reading, individuals with dyslexia may actively avoid reading-related activities, such as reading aloud, completing written assignments, or participating in literacy-based tasks. Low Self-Esteem: Dyslexia can negatively impact self-esteem, leading individuals to doubt their abilities and feel inferior to their peers. Low self-esteem may manifest as feelings of inadequacy, self-doubt, or shame about academic performance. Anxiety: Anxiety is common among individuals with dyslexia, particularly in academic settings where they may fear failure, ridicule, or embarrassment due to their difficulties with reading and writing. Depression: Chronic struggles with dyslexia can contribute to feelings of sadness, hopelessness, and despair, leading to depression in some individuals. Social Withdrawal: Individuals with dyslexia may withdraw from social interactions or avoid social situations to cope with feelings of inadequacy or fear of judgment from others. Attention Difficulties: Some individuals with dyslexia may struggle with attention and concentration, leading to difficulties in staying focused on tasks, following instructions, or organizing their thoughts. Impulsivity: Impulsivity, characterized by acting without thinking, may be observed in individuals with dyslexia, particularly in situations where they feel overwhelmed or frustrated. Disengagement: Individuals with dyslexia may become disengaged or apathetic towards learning due to ongoing struggles with reading and academic tasks. Perfectionism: In an attempt to compensate for their difficulties, individuals with dyslexia may develop perfectionist tendencies, setting unrealistically high standards for themselves and becoming overly critical of their performance. Lastly, Sensory Modulation Disorder (SMD): This subtype involves difficulties regulating responses to sensory stimuli, leading to overresponsiveness, underresponsiveness, or seeking sensory input. Sensory-Based Motor Disorder (SBMD): Individuals with this subtype experience challenges with motor coordination and planning that are linked to sensory processing issues. Sensory Discrimination Disorder (SDD): SDD involves difficulty distinguishing between different sensory stimuli or accurately interpreting sensory information. Postural Disorder: This subtype is characterized by challenges in maintaining appropriate body posture and stability, often due to sensory processing deficits. Dyspraxia or Developmental Coordination Disorder (DCD): While not exclusively a subtype of SPD, dyspraxia involves difficulties with motor planning and coordination, which can be influenced by sensory processing difficulties. Interoceptive Discrimination Disorder (IDD): This subtype specifically involves challenges in distinguishing internal bodily sensations from external stimuli, affecting awareness of physiological states and emotional regulation.

Neuropedalogical Ways of Metaepigenetics: Can Advance Understanding and Treatment

• Unraveling Mechanisms: Studying metaepigenetics allows researchers to examine how both underlying genetic factors and environmental influences can modify gene expression. This is crucial for understanding how developmental disorders with complex causes might arise. Website My Elbert: https://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/ 

• Identifying Biomarkers: Research suggests that there might be epigenetic patterns (markers) that are distinct in individuals with developmental disorders. If identified, these could lead to potential early diagnosis tools, which is crucial for early interventions and improving outcomes. Understood.org: https://www.understood.org/en/articles/what-is-dyslexia 

Novel Treatment Targets: Because epigenetic changes are potentially reversible, this knowledge could lead to new therapeutic avenues that don’t change the DNA sequence itself but address the dysregulated ways it is expressed

***PRESS HERE For MY RESUME

📱 (205)-427-3034
📧 tcookmyelbert@gmail.com
Website 🌐: @tcooktutor | Linktree

                                     -Thanks, Tricia Cook

@tcooktutor | Linktree

 

Read more: Cook’s Independent Tutoring, Coaching, & Consulting, LLC. Read more: Cook’s Independent Tutoring, Coaching, & Consulting, LLC.

My Favorite Resources

Avoid Questions with Complex Language:

• National Center for Learning Disabilities: https://ncld.org/
• Understood.org: https://www.understood.org/
• Reading Rockets: https://www.readingrockets.org/

Minimize Ambiguity (Thinks Literally) :

• International Dyslexia Association: https://dyslexiaida.org/
• The National Reading Panel: https://www.nichd.nih.gov/publications/pubs/nrp/intro
• Edutopia: https://www.edutopia.org/

Limit Time-Pressure:

• The National Center on Universal Design for Learning: https://www.cast.org/
• Learning Ally: https://wp.learningally.org/
• Council for Exceptional Children: https://exceptionalchildren.org/

Watch Out for Literal Interpretations:

• The Reading League: https://www.thereadingleague.org/
• International Literacy Association: https://www.literacyworldwide.org/
• American Speech-Language-Hearing Association: https://www.asha.org/

Reduce Dependence on Written Responses:

• ReadWriteThink: https://www.readwritethink.org/
• WIDA Consortium: https://wida.wisc.edu/about/consortium
• National Council of Teachers of English: https://ncte.org/

Mindful of Memory Demands:

• The Learning Disabilities Association of America: https://ldaamerica.org/
• Understood.org: https://www.understood.org/
• The National Center on Learning Disabilities: https://ncld.org/

Consider Alternative Formats:

• CAST: https://www.cast.org/
• Universal Design for Learning Guidelines: https://udlguidelines.cast.org/
• WIDER Center on Reading: https://www.vanderbilt.edu/studentcenters/explore/floor-1/

Avoid Overemphasis on Speed:

• Understood.org: https://www.understood.org/
• The National Center on Universal Design for Learning: https://www.cast.org/
• Learning Ally: https://wp.learningally.org/

Minimize Distractions:

• The National Center for Learning Disabilities: https://ncld.org/
• Understood.org: https://www.understood.org/
• CHADD: https://chadd.org/

Be Supportive and Positive:

• The International Dyslexia Association: https://dyslexiaida.org/
• Edutopia: https://www.edutopia.org/
• The Learning Disabilities Association of America: https://ldaamerica.org/