Julia has taught reading, language arts and study skills in both classroom and tutorial settings for almost thirty years. She earned a B.A. in English from the University of New Hampshire and teaching certificate in Secondary English from Lesley College. She then worked at Landmark School in Beverly, Massachusetts for eight years as a teacher, tutor, supervisor, study-skills department head and summer director of the College Prep Program. During her time there, Julia received training in Landmark's Orton-Gillingham-based method for teaching reading and spelling, as well as training in effective instructional practices for teaching language arts, organization skills and study skills. 

While raising three sons, she has continued to teach students privately and in local public schools. Julia is trained in and uses as her primary instructional curriculae:

• The Lindamood Phoneme Sequencing program (LiPS);
• Precision Teaching ;
• Essential Word-Knowledge Skills (Jean Tucker and Elizabeth Haughton);
• The Three Key Routine (Keys to Literacy ­ Joan Sedita);
• Instrumental Enrichment- Cognitive Skills program. 

Recently, she trained to become a coach for Cogmed Working Memory Training™. Julia and her associate, Liz Heron, run Resources in Education and work throughout New England educating students of all ages.

Through her years of practice, Julia has learned that students come to her either wound to tight with anxiety to learn because learning has been such an unsuccessful experience for them, or wound to loose, lacking the basic skills to support learning at the higher level of academics.  Either issue requires meeting students at their level of ability with individually tailored programs, and then building success from there. Only then, when students can see the difference, do they mature into more capable, efficient students. 

So what kind of students benefit from Julie’s instruction?  

• Middle and high school students who lack efficient study skills, effective writing skills, and grade-level reading ability including comprehension and vocabulary; 
• K ­ adult students who need to learn how to apply the alphabetic principle so that they can read and spell efficiently; 
• ADHD students who lack the executive functioning skills to organize their worlds to include studying, following through on assignments and socializing; 
• Anxious students;
• Students who need a quick intervention for a challenging assignment.