Each session is 1:1, personalized, and upbeat. We move through 4–6 short, engaging activities that target reading, spelling, writing, and language skills—based on your child’s specific needs.

Sessions are simple, fast-paced to keep your child focused, but always supportive and encouraging.

Yes, I am a Certified EBLI Instructor. I received my certification in July 2025.

I have been using EBLI and the Structured Linguistic Literacy approach in my private tutoring since early 2023.

It depends on your child, session length, and how often we meet. I keep a fast pace—typically covering 6 activities per session.

Many students make significant progress in 3 to 9 months (about 12–36 sessions), depending on their age and your goals.

Tutoring sessions are 50 minutes once or twice a week. I also do 30 minute sessions 2x per week, especially if the child is younger, or I need to work with the school’s schedule.

Sessions can be held in my home office, at the local library, online or at your child’s school. I offer both 30 and 50 minute sessions, depending on your child’s needs and schedule. Sessions can take place before school, during school, or after school. 

If you prefer that your child be seen during the school day, I’m happy to collaborate with their school and teacher to find a time that works. In this case, the school must be willing to provide a quiet space for us to meet during the session.

My current tutoring rates are $60 per 50-minute session 1-2x per week or $65 for two 30-minute sessions per week.

You’ll be kept in the loop every step of the way.

At the end of each session, I set aside time to discuss your child’s progress and ways you can support them at home. I also use a pre-assessment, midpoint check-in, and final assessment to track growth over time.

I work closely with parents and encourage ongoing collaboration—because when we’re all working together, your child makes the most meaningful progress.

Nope! A formal diagnosis isn’t required.

Any child can benefit from this approach—whether you’re preventing summer slide, boosting confidence, needing a quick tune-up, or working through significant reading challenges.

I meet each student where they are and tailor instruction to support real growth—no diagnosis needed.

Children with learning challenges in reading, writing, and spelling need intensive, 1-on-1 instruction that uses a structured literacy approach. This includes essential components like phonological awareness, phonics, morphology, orthography, and written expression.

In many special education settings, instruction is focused on reteaching or modifying grade-level content, or providing accommodations like extra time. While these supports are helpful, it's not uncommon for students with IEPs to miss out on direct, intensive reading intervention delivered 1:1—which is often what they need most.

If you're unsure whether your child is receiving structured literacy instruction, we recommend reaching out to your child’s special education team to ask what program or methods are being used.

It’s also important to know that programs based on whole-language models, such as Reading Recovery or Lucy Calkins Units of Study, have been proven by current research to be ineffective for struggling readers. You can find more about what research says and explore helpful resources under our Resources tab.

I work with a wide range of learners—including neurotypical, neurodivergent, and dyslexic students (diagnosed or not).

No matter how a brain is wired, learning to read requires connecting letters to sounds and attaching those to meaning. For some students, this clicks quickly. For others, it takes more time and support to build.

But here’s the good news: all children can learn to read.

I’ve been where you are—I’ve felt that worry and carried those questions as a parent myself. That experience shapes everything I do.

Parents often tell me their child, even the ones who’ve struggled the most, actually look forward to our sessions. We work hard, we have fun, and most importantly, we make quick progress—together.

Of course not! I work with:

 • New and emerging readers

• Struggling readers and spellers

• Students with signs of dyslexia (diagnosed or not)

• Kids who’ve been told to “wait and see”

• Readers at risk of summer slide

•Teens preparing for the ACT or academic demands

•Students who were given intervention but not remediated

•Homeschooled students who need supplementation