About the Program

About the Author

Who has used the SOAR® Program?

This program has been taught to students from ages 9 to adult.  The type of academic tasks that are expected of students is essentially the same across levels, so the program is appropriate for a wide range of students. 

Where has SOAR® been taught?

SOAR® has been taught as an after-school program in elementary, middle, and high school.  It has been taught in community education centers to students of all ages, and has been taught in tutoring centers and schools by teachers trained in the program.

Can a ‘teleclass’ Action Group be effective for students?

Absolutely!  We have so much more flexibility with the Action Group format than we have ever had before.  For one, we can meet more conveniently and more frequently than we ever could in a face-to-face workshop.  In the past, we would cram the strategies into three or four 2-hour sessions.  Now, we can do seven sessions for a little over an hour, which give students the opportunity to try the strategies in stages and have more experience with them to contribute to our sessions.  We are also able to provide recordings of our sessions to participants, and we can provide individualized feedback via email, which helps to facilitate individualized attention during the group meeting.  Finally, and most significantly, this format allows students to share more of their personal experiences with the system and allows peers to learn from each other, which is very, very powerful!

How does the Homework Rx® Action Group work?

The Homework Rx® Action Groups get their name from the fact that students try each strategy with their current school-work before we explore them with the group.  This unique twist makes the groups much more effective because the students come to the group with practical experience.  As a result, they ask higher-level questions about how to use each strategy and are able to provide constructive suggestions and ideas. 

Students are given a short assignment to do each week, which usually involves their current homework.  They are then asked to fill out a brief email form that summarizes what they did.  The form is submitted to the instructor and is used to provide feedback to the individual students as well as to tailor the instruction during the next meeting.  We ensure that every student on the call is invited to participate and that all questions or concerns are addressed.  If a student misses a session, wants to review a session, or if a parent wants to know what was discussed, the audio recordings of each session are made available on our website. 

In addition to the group sessions themselves, students and their families have free passes to participate in and receive recordings of audio programs that address specific homework topics such as studying for foreign language or specific memory techniques.  Finally, we are dedicated to helping students develop life-long skills for academic success.  Therefore, students are always welcome to call during our Open Line hours, held twice a week, that allow them to get clarification or work out modifications of strategies.  Their free access to Open Line hours will never expire, so they are ensured to have support for as long as they need it.

What makes SOAR® unique?

The SOAR® program is quite unique because it is simple and student-friendly…meaning the strategies do not require a lot time or involve complicated steps.   SOAR® focuses specifically on the core learning strategies that students need for school success. The steps are interrelated so they are easy to remember and students are very clear about when to use them.  SOAR® is also family-friendly, recognizing the important role of the family in homework success and providing realistic strategies for today’s busy families.

How did you happen to start working in study skills?

My interest in study skills began right as I entered college.  After years of struggling to earn mediocre grades all through grade school and high school, I was determined to figure out how to make college easier for myself.  So, I began reading a few books about how to study and succeed in college and eventually got a job as a peer tutor on campus where I received over 150 hours of study skills training.  Soon afterwards, I was able to ‘make my way through college’ as a study skills tutor to local high school and college students.  Within six months of graduating from college, I created the SOAR® program so I could meet the tutoring demand and work with more students.

Why are you so passionate about study skills?

Once I learned how to get good grades without spending hours laboring over homework, I really wanted to help other students learn how to make homework easier for themselves, too!  I really wish these skills were taught in more schools, but the truth is, most schools do not teach students how to study. 
 

Why do you think study skills are not taught in most schools?

As a classroom teacher, I can empathize with the fact that most teachers do not have time to teach study skills when the state-mandated curriculum is already more than they can cover.  Another important reason that study skills is not commonly taught in school is because most educators do not know how to study efficiently; ‘study skills’ is not a topic that is typically covered in teacher-education classes. 

Did you have any specific training in study skills? 

In addition to the training I received in college (as noted above) and the countless books I have read on the subject since I began my career in education, I did have the opportunity to work for SuperCamp® one summer, where I received over 450 hours of training in accelerated learning skills and learned a lot about brain-based learning.  My undergraduate minor in Integrated Creative Arts greatly influenced my knowledge of, and belief in, Dr. Gardner’s Multiple Intelligences.  

How does your training as a Reading Specialist influence your work in study skills?

There are several answers to this question.  On one hand, I created the SOAR® system long before I entered graduate school, however going back to grad school allowed me to practice my own program, which really helped me ‘relate’ to my students.  Just as important, I learned so much more about how the brain processes information and how people learn, not just how we learn to read.  This background is a perfect compliment to study skills. 

What is your greatest asset as a study skills coach?

I have been a student for a very long time.-A struggling student and a successful student.

How has your experience as a classroom teacher influenced you?

Working in the classroom allowed me to work closely with families and learn about the struggles they faced with homework…frustrations from the students and the parents.   It has also allowed me to practice my behavior management skills, which is invaluable as a teacher and as a parent!