WHY ‘SOUND IT OUT’ IS TOO VAGUE.
Why a familiar parent prompt can fail when the code is not yet mapped.
NOW ACCEPTING FOUNDING FAMILIES WITH CHILDREN IN GRADES 2–5 WHO HAVE DYSLEXIA OR PERSISTENT SIGNS OF DYSLEXIA.
THE RESEARCH
READING SCIENCE PARENTS DESERVE—WITHOUT THE ACADEMIC FOG.
Clear explanations of why children guess, why some practice stalls, and what helps reading become more accurate and automatic.
WHY THREE-CUEING ENCOURAGES GUESSING.
How picture and context cues can route children around the printed word.
WEEKLY TUTORING VS. GOVERNED DAILY PRACTICE.
Why frequency, review, and adjustment matter for durable learning.
A SIMPLE WAY TO ORIENT
START WITH THE PROBLEM. FOLLOW THE SCIENCE. CHOOSE THE PLAN.
01GUESSINGTHE PROBLEM→02MAPPINGTHE SCIENCE→03AUTOMATICITYTHE OUTCOME
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THE GOAL IS NOT MORE READING ACTIVITY. THE GOAL IS READING THAT BECOMES MORE ACCURATE, EFFICIENT, AND INDEPENDENT.