Award-Winning Orton Gillingham Tutors
serving Chicago, IL
Award-Winning
Orton Gillingham
Tutors in Chicago
Private 1-on-1 tutoring, weekly live classes for academic support, test prep & enrichment, practice tests and diagnostics, and more to elevate grades and test scores.
Based on 3.4M Learner Ratings
UniversitiesSchools & Universities
DeliveredHours Delivered
ProficiencyGrowth in Proficiency
Who needs tutoring?
No obligation. Takes ~1 minute.

I have been an elementary and middle school teacher for the past 14 years, and enjoy working with all ages of students. My focus over the last few years has been to delve deeply into the science behind learning to read. As a result, I have become a Certified Orton Gillingham Instructor through the Institute for Multi-Sensory Education (IMSE). The Orton Gillingham (OG) approach consists of multi-sensory instruction that is direct, explicit, and systematic. Lessons are based on the individual needs of the student. It has been proven over time to be a very effective way to teach students with reading difficulties, including dyslexia, to read. I look forward to help you or your child experience the joy of learning to read.

I earned my Bachelor's degree in Psychology from Cardiff University, and have a Masters in Counseling from Monash University. Trained in the Orton-Gillingham approach to literacy, I am passionate and experienced in using a multi-sensory approach to tutoring students with dyslexia and other reading difficulties. Having worked in an educational setting for over 11 years in Hong Kong, I am experienced in working with students from kindergarten all the way through to primary school.
I received my degree in Elementary Education from York College of Pennsylvania. I then attended McDaniel College where I received a masters degree in reading and became a Reading Specialist. My love for teaching reading continued and I furthered my education at Mount Saint Mary's University for training in Reading Recovery. I started my career teaching kindergarten and currently am a reading specialist in my school district, where I work one on one and in small groups with struggling readers. My passion is for tutoring early learners to help them gain the skills they need to grow as readers and writers. In my tutoring sessions I love to get to know my learners interests and personalities. I incorporate manipulatives, sight word games, leveled texts, and writing into sessions to make sessions more engaging. I love to build confidence in my learners by focusing on their strengths in order to get the most amount of growth out of my learners. My hobbies include exercise, spending time with my family, and going to the beach.
Hi there! I'm Derek and I'm passionate about helping students like you achieve their goals through engaging, customized learning experiences. Whether you're looking to deepen your understanding of a subject, improve your grades, or master a particular skill, I'm here to guide you every step of the way. With a PhD in Curriculum Design and Educational Technologies and 17 years of experience in education, I bring a wealth of knowledge and practical expertise to every session. But what sets me apart is my commitment to understanding your unique learning style. I don't believe in one-size-fits-all approachesevery student is different, and I tailor my lessons to meet your individual needs, pace, and interests. I take pride in creating a comfortable, supportive environment where questions are encouraged, and learning is both challenging and fun. I strive to build a rapport with my students, so they not only understand the material but also develop the confidence to apply it in real-world situations. Together, we'll work toward your academic or professional goals, and I'll be there to celebrate every success along the way. If you're ready to take the next step in your learning journey, I'd love to connect with you. Let's create a plan that works for you!
I am a graduate of Bachelor in Elementary Education with a major in Special Education. Currently, I am pursuing my graduate degree in Special Education. I am a licensed teacher, and I have 9 years of teaching experience, both in-person and virtually. I am most interested in helping students with learning difficulties achieve their highest potential. I am fun, creative, and passionate.
I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.
I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.
I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.
I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.
I am proud to be a part of Varsity Tutors! I am originally from San Antonio, TX; I completed my undergraduate education at Rice University in Houston where I received a bachelor's degree in Biochemistry and Cell Biology. Currently, I am in my second year of medical school at Baylor College of Medicine.
I am a rising sophomore at Harvard College and am about to declare as a Mechanical Engineering concentrator, working towards a Bachelor of Science degree. I've always enjoyed sharing my knowledge with my peers and those around me and have done so in both formal and informal settings. I've been a tutor for both Math and Spanish programs in high school and enjoyed the strides I made with students. I am willing to tutor any subject I have a background in, but am strong in mathematics, the sciences, Spanish, history, writing, and ACT prep. I enjoy teaching mathematics most due to the joy I can see in children once they master a topic and can answer even pointed questions meant to stump them, and maybe even put their knowledge to real world use. As a tutor, I like to give a strong foundation to orient my student, and then gradually grant them more freedom and independence until they can feel themselves grasp the concept, pointing out pitfalls or common errors along the way; teachers who used these methods on me always left the most lasting impressions. Outside of my studies, I really enjoy listening to music, both old favorites and new interests, reading classics, and gaming/playing basketball with my friends.
I am a graduate of Washington University in St Louis, where I received my Bachelor of Arts in History with minors in Humanities and Anthropology. Since graduation, I have worked as a tutor, teacher, and director of tutors at a charter public middle school in Boston. During this time I also received my Masters in Mild to Moderate Disabilities from Simmons College. I have worked extensively with students with a range of abilities, including students with specific learning disabilities, emotional impairments, dyslexia, and ADHD. My teaching experience has given me a deep understanding of the knowledge and habits essential to academic success and has given me the opportunity to hone a variety of strategies that ensure students at each level can achieve their academic goals. While I tutor a broad range of subjects, my favorite ones are Reading, Elementary/Middle School Math, History, and Test Prep. In my experience, tutoring is the most rewarding when a student has that "aha!" moment and achieves a new level of understanding and confidence in his/her abilities. I am a firm believer in the transformative power of education, and I see my role to be that of a facilitator and coach who is there to help the student reach his/her goals through individualized support and rigorous practice. In my free time, I enjoy reading, running, practicing my Spanish, and discovering new music. I am also an avid traveler and just got back from a 3 month trip to South America. I look forward to the opportunity to work with you!
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Frequently Asked Questions
Orton Gillingham is a structured, multisensory approach to reading instruction that's particularly effective for students with dyslexia and other reading challenges. It teaches phonics systematically and explicitly, breaking down the relationship between letters and sounds in a logical sequence. Unlike classroom reading instruction that often moves at a fixed pace, Orton Gillingham personalizes the approach to each student's learning style—combining visual, auditory, and kinesthetic elements to help the information stick.
Many students in Chicago benefit from this method because it directly addresses the underlying phonological processing difficulties that make reading feel overwhelming in traditional settings.
Orton Gillingham can benefit students from early elementary through high school and beyond, though it's most commonly started in grades 2-4 when reading struggles first become apparent. The approach is flexible and works whether a student is in 2nd grade and just beginning to decode or in 8th grade dealing with years of reading frustration.
Some students don't discover they need this support until middle or high school—if you're noticing slow reading speed, frequent decoding errors, or avoidance of reading tasks, Orton Gillingham can help at any age. Connecting with a tutor who specializes in this method can help determine if it's the right fit for your student's specific needs.
Chicago's classroom instruction with a 17.7:1 student-teacher ratio often uses balanced literacy or guided reading approaches that work well for many students but may not target the specific, step-by-step phonics sequence that struggling readers need. Orton Gillingham is highly structured and sequential—each lesson builds methodically on the previous one, and instruction is tailored to your individual student's pace.
In a classroom, a teacher cannot stop and spend five sessions on the 'short a' sound before moving forward; in personalized 1-on-1 instruction using Orton Gillingham, that's exactly what happens. The method also incorporates multisensory techniques—tracing letters, saying sounds aloud, and connecting letters to their formation—that reinforce learning in ways classroom instruction alone typically cannot.
Most students begin to notice real progress within 3-6 months of consistent, weekly instruction—such as improved accuracy in decoding unfamiliar words or slightly increased reading fluency. More substantial gains in reading confidence and independence often emerge after 6-12 months, depending on how long a student has struggled and the intensity of tutoring.
The timeline varies significantly because Orton Gillingham is personalized; students who start in early elementary with emerging reading difficulties may progress faster than those who have years of reading avoidance to overcome. Working with a tutor who specializes in this method can help set realistic expectations for your student and track measurable progress throughout the process.
Not all reading tutors are trained in the Orton Gillingham approach—it's important to connect with someone who has specific certification or extensive training in this method. Varsity Tutors can connect you with expert tutors in Chicago who specialize in Orton Gillingham and understand how to implement the structured, multisensory techniques that make this approach effective.
When evaluating tutors, look for credentials like Orton Gillingham certification or equivalent advanced training in structured literacy, as well as experience working with students who have dyslexia or similar reading difficulties. The right tutor will also be able to explain how they'll customize instruction to your student's learning style and measure progress over time.
Yes, Orton Gillingham is based on a detailed, research-backed sequence that typically starts with the easiest letter-sound relationships and builds systematically. The sequence moves from single sounds and simple syllables to more complex patterns, blends, digraphs, and ultimately multisyllabic words. This logical progression is one of the method's core strengths—there are no surprises or random jumps that leave gaps in understanding.
Tutors trained in Orton Gillingham follow established lesson plans and pacing guides, though they adjust the speed and intensity based on each student's progress. The structured nature of the curriculum means that if you switch tutors or move to a new tutor, there's a clear framework for continuing where you left off.
Absolutely—in fact, this is one of the most effective ways to use personalized instruction. While classroom teachers in Chicago's 882 schools are doing their best with large class sizes, a tutor using Orton Gillingham can provide the intensive, sequential, multisensory practice that reinforces and accelerates what happens at school. The two don't conflict; instead, the tutor fills gaps and builds confidence in phonics skills that often aren't addressed in classroom lessons.
Many students work with an Orton Gillingham tutor 1-2 times per week while continuing regular school, and this combination often produces the strongest results. The tutor can also communicate with teachers about what your student is learning, so there's alignment across both learning environments.
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