Is your child struggling to read?

WHO I AM

JAN HUTTON - CEO AND FOUNDER

Hello, I’m Jan! 

I am a mother of two amazing boys and one cute dog. And I am a teacher with nearly 40 years of varied and inspiring experiences.

It is my mission to make a difference to children’s confidence and self- esteem, to be there for struggling children especially children whose well-being is at risk. I aim to provide a safe place where children can flourish and grow and express their true selves. 

As a life-long learner I have been learning throughout my life and have studied many ways to help children with literacy and behavioural issues, in order to improve their wellbeing.

I love being able to help children, who have been struggling with reading, to unlock the key to literacy.

I make a difference.

All the children I have worked with have improved and most children have become fluent independent readers who enjoy reading and writing all sorts of material.

 

Qualifications

  • Master’s in Education in Student Wellbeing- Melbourne University
  • Reading Recovery teacher – ongoing learning.
  • Professional Life Coach- The Coaching Institute Melbourne
  •  Diploma Teaching Primary – Melbourne State College (Melbourne University)
  • Graduate Diploma in Education – Health and Physical Education- Preston University
  • Advanced Certificate in Early Literacy Education – Melbourne University

WHAT ARE THE BENEFITS?

Each child has a unique path and learning style, therefore we must design the program around the particular needs of your child.  First of all we will sit together to discuss the issues from your perspective.

We will discuss anything that has already been attempted and any assessment that has been completed.

Then as a team we will move forward with a consistent, symbiotic approach.

When I work with children, I follow the teachings and research of Dame Marie Clay, the creator of the Reading Recovery program.

Reading is a very complex task.

Each and every time I work with students I am aiming for them to become independent. I help them to add a new understanding to previous learnings, which in turn opens up the opportunity to discover or make a new connection and  learn some more. Each session builds on the last. As Marie Clay said…

The ultimate goal (for our teaching) is to help foster in children a “self-extending system” whereby children are “independent readers” whose reading and writing improve whenever they read or write.

Each and every time I work with students I am aiming for them to become independent. I aim for them to add a new understanding to previous learnings, which in turn opens up the opportunity to learn or make a new connection and  learn some more. Each session builds on the last.

As Marie Clay, said…

The ultimate goal (for our teaching) is to help foster in children a “self-extending system” whereby children are “independent readers” whose reading and writing improve whenever they read or write.

WHY READING RECOVERY?

 

The principles of Reading Recovery will work for all children.

 

What is so good about Reading Recovery?

Reading Recovery is effective because the child learns to read and write using real text, in which content and sentence structure are controlled to suit the child’s level of language and cognitive development.

Additionally, all word and letter work including spelling are anchored into meaning so the child has a greater chance of understanding and internalising the learning.

In a Reading Recovery session the child is exposed to all aspects of literacy, including:

Reading text and words, writing sentences, hand writing, tracking, spelling, comprehension, phonemic development and oral language. And they see how reading and writing are related to each other.

Each session is tailored to the specific needs of your child.

During the session your child will do all or some of the following:

  • Read books
  • Write words
  • Write sentences
  • Spell words
  • Explore words
  • Learn new vocabulary
  • Practise letter formation
  • Complete cloze activities
  • Compare two stories
  • Talk about experiences
  • Discuss characters and events
  • Learn diagraphs and trigraphs
  • Have fun

Anything that will help your child learn to read and write.

Meanwhile, while you are thinking if this is the right avenue for your child, consider the reading culture in your home:-

  • Is reading prevalent?
  • Is reading considered a fun activity?
  • Do you stop to enjoy the magic of a book?
When Aliza was learning to read in Prep, I quickly started to feel that something wasn’t right. I felt that she just wasn’t getting it. I knew that Aliza was an intelligent child and that her reading wasn’t reflecting that. Having two older children, and having volunteered through the school to read with the students on a fortnightly basis, I was very aware of the reading abilities of prep-aged children. I was familiar with listening to the children’s reading improvements.

This was not happening with Aliza and I was the only one who seemed concerned. By the end of the prep year, it was me making appointments with anyone I could think of that might be able to help – visual processing, auditory processing, educational psychologists, etc. I was being told that she was ‘within normal range’. The most frightening thing for me was the language Aliza was using about herself: she had started to say that she can’t read, she was totally negative about reading and was refusing to practise. She had started calling herself dumb and stupid. It was all very distressing and the worst part was feeling that I was the only one who thought there was a problem and feeling that this was going to get so much worse if something didn’t change soon.

Enter Jan. At the start of Grade 1, Jan began working with Aliza in an intensive reading recovery program. I feel like Jan is a miracle worker, truly, because within weeks, Aliza was improving remarkably. Her whole outlook about reading changed. Within months, Aliza had become positive towards reading and her confidence was back. It was so incredible to witness this complete turnaround. Aliza had always refused for me to even read to her a book that didn’t have pictures. Now Aliza is midway through Grade 2, and has reading chapter books for months. She reads for pleasure and that is just the most heart-warming thing to see. In fact, I sometimes look at her when she is sitting and reading on the couch, and I find it hard to believe that only 18 months ago she was struggling to read a basic sentence. I look at her reading and say to my husband, “Thank God for Jan”. I feel like Jan was able to get through to Aliza when no one else could. And we will be forever grateful. Debby

I’d like to say a big thank you from myself, my wife and my daughter Hazel. With your help we’ve learned a bunch of great ways to connect with Hazel and help her become extraordinary.

The work we’ve done together over the past 6 months has seen Hazel become more confident in herself, got her to try new things and given her a more positive attitude.

The only person happier than us is Hazels school teacher. She said she couldn’t believe the change in such a short period of time. She was used to Hazel distracting other children, not listening and refusing to do her school work. Then when she came back to school for term 4 recently her teach couldn’t believe it. Hazel came in, sat down and listened. Not only that she did all her work and said she enjoyed it.

To get this kind of results in such a short time is extraordinary and I can’t wait to see how extraordinary she will become as we continue to work together in the future. Andrew

Let’s make sure that your child not only can read but likes to read.

CONTACT

To learn more and discuss your child’s suitability for this program please complete the form. We will then make a time for a chat.

EMAIL: info@beingwholehearted.com.au

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