Most providers only offer a standard tutoring session. I offer the whole arc, this includes assessment, structured literacy, parent partnership, school collaboration, and the rebuilding of your child's confidence as a reader.
A diagnosis of dyslexia is the beginning of a longer conversation, not the answer. Families come to me after a private evaluation, after a school meeting that left them with more questions than they walked in with, or after years of watching a bright child quietly conclude they're “the dumb one.” What they need next isn't just a tutor, it's someone who can hold the academic, emotional, and systemic pieces at the same time.
My dyslexia intervention is built on the Orton-Gillingham approach. This approach is structured, multisensory, sequential, and diagnostic. But, OG is just one piece of a much larger picture. Reading progress only sticks when a child trusts the adult teaching them, when the work at school and the work at home are pointing in the same direction, and when the child has the language to understand their own brain. We build all of that.
Before we begin, I assess where decoding, encoding, fluency, comprehension, and phonological awareness actually sit. Because “reading on a 2nd-grade level” can mean five very different things, and the intervention plan depends on which.
Orton-Gillingham, Associate Level Certified through Children's Dyslexia Centers. Multisensory, explicit, cumulative, and individualized, not pulled from a workbook. Each session is planned around the specific gap we're closing that week.
Dyslexia almost always travels with something else, like ADHD, dysgraphia, anxiety, autism, PDA, slow processing speed. I plan around the whole child, not just the reading.
I show parents how to support reading at home without it becoming the nightly fight. I will help you figure out what to do, what to stop doing, and what to outsource to me.
With permission, I'll review evaluations, IEPs, and 504 plans, attend meetings, and translate between the school's language and yours. I'm not a certified IEP advocate, but I bring something different: long-standing relationships with schools and administrators in the region, and the credibility of having sat on their side of the table.
Text-to-speech, speech-to-text, audiobooks, dyslexia-friendly fonts, and the apps actually worth using. These are accommodations, not crutches, and learning to use them well is its own skill.
You'll know what's working, what isn't, and why, not vague reassurance.
A relationship-first session where your child meets me in a low-pressure way, and I begin to understand who they are.
A diagnostic profile of where your child actually is across decoding, encoding, fluency, comprehension, and phonological awareness.
Structured literacy instruction, planned session by session around the profile we've mapped together.
Some children need a longer, gentler introduction before they're ready to start. We take as much time as we need. The work won't land until they feel safe. Building safety isn't a delay, it's part of the work.
Best practice for Orton-Gillingham instruction, and what produces the most consistent gains over time.
With strong support at home, a single weekly session can still produce meaningful progress for many children.
We decide together based on your child's profile, your family's schedule, and what other supports are already in place.
Hilary is a rare and wonderful educator.— Amy V. — Cape Elizabeth, ME
The first conversation is free, and there's no pressure to decide anything during it. Tell me a little about your child and where things stand.
Schedule a consultation call