Jean C. Tucker & Associates, LLC
provides communication and educational services to children, adolescents and adults.

Jean C. Tucker, M.Ed., CCC-SLP retired from fulltime practice in 2011. She continues to conduct trainings in several of the programs she has used, consults with other professionals in the field, and works with others to develop more efficient methods of teaching written and spoken language skills.

Jean's associates are Julia W. Higgins, Liz Heron, Ed.D, Lois Bick, and Joanne Hanson, B.S., CCC-SLP. They are well-trained, work independently, and subscribe to the philosophy of:
●   fitting programs to the needs of each student; and
●   learning and applying new research-based approaches and techniques.

Jean and her associates’ research into various programs continues to be motivated by the need to find the best treatment/instructional approaches for students, especially for those who have not achieved success in standard remedial programs.

Their experience has led to the understanding that children are most likely to catch up with their peers when they learn to learn in the same way as children without difficulties. Moreover, when skills and knowledge are secure, students are confident rather than resigned to an inability to learn.

They believe that the goal of treatment/ instructional programs should be to have each student: 1) perform communication and academic tasks at an independent level; 2) function in a regular classroom; and/or 3) perform at a level matching his or her intellectual ability which could be above grade level.

In 2012 Jean and Elizabeth Haughton published:


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Essential Word-Knowledge Skills: Teaching a Sight-Word Vocabulary and the Alphabetic Principle (EWKS)

which provides
Effective Kindergarten-to-Adult techniques
 Curricular materials
for developmental, ELL, and remedial instruction.

One of the attributes of the English language is that there are too many words to teach one at a time. To know all of the words skilled readers and spellers know, and to reach full academic potential, students must learn how to apply the alphabetic principle.

EWKS Features:
Teacher-provided Phonetic Analysis* by which the explicit correspondence between the spellings of words and how they sound if spoken, leads to the ability to use the alphabetic principle;
Vowel-system knowledge by which vowel sounds are accurately perceived, distinguished, and spelled is a necessary component of applying the alphabetic principle;
Word-knowledge development
by which a corpus of words that all students should be able to read, to spell, and to define is learned and leads to understanding of the structure of the words of English; and
Fluency training by which students learn to apply foundation skills leads to efficient reading and spelling.

*When teachers provide children with the phonetic analysis of words that are being learned, they are providing the "gift" that talented, skilled readers and spellers possess.