Dyslexia is a learning disability that makes it hard to read and/or spell words accurately and fluently. These difficulties can range from mild to severe and continue even when a child receives good instruction. Dyslexia is caused by a combination of genetic, brain-based, and environmental factors that influence development over time.

Many people with dyslexia have trouble hearing and working with the sounds in words, and some also struggle with understanding word parts (like prefixes, suffixes, and roots). Early speech or language weaknesses can sometimes be early signs.

Because reading words is hard, students with dyslexia may also struggle with reading comprehension, writing, and building knowledge through reading. Over time, this can affect academic performance, confidence, and even future career opportunities.

The good news is that with early identification and structured, targeted instruction, individuals with dyslexia can make strong progress at any age — and support in the early school years is especially effective.

Dyslexia is a lifelong neurological learning difference, not a disease, and therefore cannot be "cured" with medicine or exercises. However, it can be effectively managed. With early intervention, specialized, multisensory instruction, and consistent support, individuals with dyslexia can significantly improve reading, spelling, and writing skills to thrive.

We work with children and adults ages 5 and up, with a primary focus on elementary and middle school students. Services are appropriate for individuals with dyslexia as well as typical readers seeking enrichment or academic support. We may work with younger students on school readiness.

Dyslexia therapy is structured, explicit, and systematic reading instruction designed to address the underlying language-based causes of reading difficulty. Instruction follows principles aligned with the Science of Reading and structured literacy and is individualized to each learner.

Tutoring often supports classroom assignments or general skill practice. Dyslexia therapy focuses on remediating foundational reading skills, including phonological awareness, decoding, spelling, and written language, using a cumulative, research-based approach.

For students receiving dyslexia therapy, 2–3 sessions per week is considered best practice and produces the strongest outcomes.

Progress is slower and less consistent with once-weekly sessions, which is why therapy services are not offered at a 1x/week frequency.

Remediating dyslexia generally takes 1 to 3 years of intensive, consistent, and specialized (Orton-Gillingham based) intervention to get a child reading at grade level. The timeline depends on the frequency and intensity of instruction as well as the severity of disability.

Yes. Both in-person and virtual sessions are available. Virtual services are appropriate for many students, depending on age, attention, and instructional needs.

Yes. We offer dyslexia screening and comprehensive, norm-referenced literacy assessments for children and adults. These assessments provide clear insight into reading strengths, challenges, and next steps.

Testing sessions are supportive, structured, and child-friendly.
Assessments typically take 1.5–3 hours, depending on age and needs, and may be completed in one or multiple sessions. Families receive a written summary and a feedback meeting to review results and recommendations.

No. Services are self-pay only. This allows for:

• Instruction based on student need rather than insurance requirements

• No session caps or diagnosis-driven restrictions

• Flexibility in instructional planning

Many families view this as an educational investment rather than a medical service.

Reading intervention is most effective when delivered consistently over time.

A tuition model:

• Supports steady progress

• Ensures consistent scheduling

• Reflects the full scope of professional work involved

• Prevents disruptions caused by session-by-session scheduling

Tuition secures your child’s dedicated time on our schedule.

Yes. All therapy services require a minimum enrollment commitment.
This ensures enough time to build skills, measure progress meaningfully, and adjust instruction appropriately.

At times, yes. Because services are individualized and scheduled consistently, availability is limited. A waitlist helps maintain quality and sustainability of services.

Yes. Parent coaching is available through workshops and short-term programs designed to help support early reading development for children ages 3–9, particularly typical readers. Please reach out if this is something in which you are interested.