Our program supports students who: • struggle with reading or spelling • avoid reading or feel frustrated with school • read slowly or guess at words • have dyslexia or suspected dyslexia • have tried other interventions without progress • need stronger writing and spelling skills Many of our students do not have dyslexia but still struggle with reading. Structured literacy works for them too, and they often make very fast progress. Our goal is simple: teach students how reading actually works so they can become confident, independent readers.

We use Structured Literacy, an evidence-based approach recommended for students with dyslexia and other reading difficulties. Instruction is: • explicit • systematic • multi-sensory • cumulative • diagnostic Students learn: • phonemic awareness • decoding • spelling rules • fluency • vocabulary • comprehension • writing Our instruction is based on the Science of Reading and aligns with the International Dyslexia Association Knowledge and Practice Standards.

Yes. Many students we work with simply: • read slowly • struggle with spelling • avoid reading • lack confidence These students often improve quickly once they receive explicit instruction in how the English language works. Structured literacy benefits all struggling readers, not only students with dyslexia.

We support students ages 5–14, including: • early readers • elementary students • middle school students needing writing and morphology support Early intervention is powerful, but it is never too late to improve reading skills.

Students often experience: • stronger decoding skills • improved spelling • increased reading fluency • stronger writing skills • greater confidence with school Perhaps most important: students begin to believe they can learn to read successfully.

This is one of the most common concerns parents have. The answer depends on several factors, including: • the student’s current skill level • how early intervention begins • the consistency of instruction • the type of reading instruction used The encouraging news is that when students receive explicit, structured literacy instruction, they often make meaningful progress. Many students experience improvements in: • decoding accuracy • reading fluency • spelling • confidence with schoolwork Some students fully close their reading gaps, while others continue building skills steadily over time. Our goal is always to help students become stronger, more confident readers who can access their learning independently.