Every student possesses a unique learning profile. While approximately 80% of children develop reading skills effectively through whole-class or small-group instruction, those with learning differences often require more individualized support. One-on-one tutoring provides a tailored learning experience, allowing instruction to focus on specific areas of need. Private tutoring also enables students to progress at their own pace, ensuring that no foundational concepts are overlooked.

Dyslexia is a specific learning disability of neurobiological origin. It is primarily characterized by difficulties with accurate and/or fluent word recognition, as well as challenges in spelling and decoding. These difficulties are typically the result of a deficit in the phonological component of language and are often unexpected in relation to the individual's overall cognitive abilities and despite adequate classroom instruction.

Secondary consequences of dyslexia may include impaired reading comprehension and limited reading experience, which can hinder the development of vocabulary and background knowledge over time.

What Is Dyslexia? | Dyslexia Explained

Dyslexia and the Brain

The Orton-Gillingham (OG) Approach is not a pre-packaged program that can simply be taken off a shelf and implemented by a parent or teacher. Rather, it is a comprehensive and research-based instructional approach grounded in core principles designed to support students with language-based learning difficulties, particularly dyslexia.

The OG Approach is direct, explicit, multisensory, structured, sequential, cumulative, diagnostic, and prescriptive. It is specifically designed to teach literacy skills—including reading, writing, and spelling—to students who struggle with traditional methods of instruction.

OG practitioners tailor instruction to the unique needs of each student. Every lesson is individually crafted based on the student's performance in the previous session, addressing both strengths and areas for improvement. By breaking down the English language into manageable, incremental components, practitioners use a systematic and multisensory method to build confidence and competence in their students.

The Orton-Gillingham Approach is evidence-based and scientifically validated as an effective method for remediating dyslexia. Certified practitioners undergo extensive training, which includes hundreds of hours of coursework and at least one supervised practicum under the guidance of a Fellow of the Academy. This rigorous process ensures that certified OG practitioners deliver instruction with fidelity and expertise.

There is a significant distinction between being trained and being certified. While both levels involve the completion of coursework, the key difference lies in the practicum component. Certified Orton-Gillingham (OG) practitioners have completed extensive coursework—often totaling hundreds of hours—and have also fulfilled a supervised practicum. This practicum includes direct observation by an Academy Fellow and successful completion of the Academy's rigorous certification process, ensuring a high standard of instructional competence and fidelity to the OG Approach.

Twice-exceptional (2e) students are individuals who possess cognitive abilities in the gifted range while also having at least one diagnosed learning disability. This dual identification means they have significant potential for advanced learning, along with challenges that can interfere with the learning process.

Identifying a learning disability in a twice-exceptional child can be particularly challenging. In some cases, giftedness may compensate for or mask the presence of a learning difficulty; in others, the learning disability may obscure signs of giftedness. This complex interplay can delay accurate identification and appropriate support.

Notably, dyslexia is more frequently associated with high IQ than with low IQ. It affects individuals across all intellectual, cultural, and socioeconomic backgrounds—dyslexia does not discriminate.

Our team is committed to uncovering the root causes of students' literacy difficulties through comprehensive, research-based assessment. These evaluations examine key areas including phonics, spelling, reading comprehension, writing, and decoding to determine each learner’s specific needs.

Assessment is the foundation of effective instruction. Once we establish a starting point, each session becomes both diagnostic and prescriptive—strategically targeting the student’s unique areas of need and addressing them systematically, one skill at a time.

We draw on a variety of evidence-based instructional methods, carefully selected according to the student’s age, learning profile, and individual strengths. We understand the complexity of learning differences and their significant impact on academic success, and we approach every student as a unique learner.

For students exhibiting characteristics of dyslexia, we implement the Orton-Gillingham Approach—a structured, multisensory methodology proven to build foundational literacy skills. Although this approach is beneficial for many learners, it is not required for all students who struggle with reading.

As certified literacy specialists, we are equipped to support students with a wide range of reading and language development challenges. While we are not neuropsychologists and do not provide formal diagnoses, we are able to refer families to trusted licensed psychologists for further evaluation when appropriate.

Students attend two instructional sessions per week, each lasting 45 to 60 minutes. Every session is thoughtfully structured to include both a review component and a focus component. Once a student demonstrates mastery of a concept, it transitions to the review portion, and a new skill is introduced in the focus section. This cyclical approach promotes continuous reinforcement and helps prevent the loss of previously acquired knowledge.

Instruction is delivered using a multisensory approach, engaging visual, auditory, kinesthetic, and tactile modalities to enhance learning and support memory retention. Each session incorporates phonological awareness activities, addressing the core area of weakness in individuals with dyslexia. Instruction also emphasizes handwriting, phonemic awareness, spelling, and reading fluency. As students progress, they engage in increasingly complex writing tasks and begin exploring Latin and Greek morphology to strengthen their understanding of word structure and expand their vocabulary.

Effective reading intervention requires time, consistency, and a strong commitment. During the Orton-Gillingham phase of instruction, it is essential to prioritize scheduling to ensure a minimum of two sessions per week. Regular attendance is critical for maintaining momentum and achieving long-term success.